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UNIVERSITY  OF  CALIFORNIA 

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CALIFORNIA  STATE  SERIES  OF  SCHOOL  TEXT- BOOKS. 


Lessons  IN  Language 


COMPILED    UNDER   THE  DIRECTION 


STATE    BOARD    OF    EDUCATION. 


UHIVERSITYj 


sacramento,  california. 
Printed  at  the  State  Printing  Office. 


Entered  according  to  Act  of  Congress  in  the  year  1889, 

By  Robert  W.  Waterman,  Ira  G.  Iloitt,  Charles  H.  Allen,  Ira  More,  and 
Edward  T.  Pierce, 

STATE     BOARD     OK     EDUCATION 

Of  the  State  of  California,  for  the  People  of  the  Slate  of  California. 


PREFACE. 


Oral  Language  Lessons.— The  study  of  Language  by  means  of 
conversational  lessons  should  be  the  first  school  work.  Through 
this,  the  teacher  gains  the  children's  love  and  confidence,  as  well 
as  a  knowledge  of  individuals  which  nothing  else  gives.  The  little 
ones  are  at  first  timid.  Talk  with  them,  not  to  them,  about  the 
interesting  things  of  home  life  with  which  they  are  familiar.  Their 
toys,  their  pets,  and  their  games  can  at  first  be  taken,  the  teacher 
by  her  enthusiasm  and  interest  encouraging  the  timid,  and  winning 
the  hearts  of  the  unruly. 

Do  not  attempt  to  impart  knowledge,  but  simply  have  the  chil- 
dren tell  what  they  already  know.'  Remember  that  your  first  work 
is  to  lead  them  to  talk  freely  and  fluently.  To  accomplish  this, 
do  not  criticise  errors  of  speech,  or  confuse  them  by  interrupting 
or  demanding  complete  sentences.  Occasionally  restate  pleasantly 
and  unobtrusively,  in  correct  language,  what  has  not  been  well 
stated. 

The  chief  reason  why  children  are  so  universally  reticent  in  ex- 
pressing their  thoughts  at  school,  is  because  accuracy  has  been 
made  to  precede  fluency,  and  the  fear  of  not  saying  things  in  the 
right  way  keeps  the  child  from  saying  them  in  any  way. 

Tact  and  a  clear  appreciation  of  the  main  object  to  be  attained 
will  make  this  work  not  only  invaluable  as  language  teaching,  but 
an  auxiliary  to  all  other  teaching  and  training. 


TABLE  OF  CONTENTS. 


Part  I.     Exercises  in  Language. 

PAGE. 

The  Statement 7 

The  Question 10 

Names 13 

Special  Names 15 

Initials 17 

The  Words  I  and  0 19 

Written  Review 20 

Days  of  the  Week   ....'. 20 

Use  of  the  Comma 22 

Combining  Statements 23,  67 

Attention  Words 25 

The  Command 26 

The  Sentence 27 

The  Request 27 

Is— Are 28 

The  Paragraph 30,  37 

Was— Were 31 

Holidays 32,  38 

Has— Have 33 

Written  Review 33 

One  or  More  than  One 34,  40 

Writing  from  Pictures 41,  47,  59,  65 

Saw,  seen— Did,  done— Went,  gone 42 

The  Stanza 43 

Using  Past  and  Perfect  forms  of  Verbs 44 

The  Months 45 

Dates 46 

Titles  of  Persons 48 

Letter  Writing ...;..     49,  55,  60,  63,  67,  73,  77,  79 

Dictation 49 

I,  me— He,  Mm— She,  her 50 

Combining  Sentences 51 

Paraphrasing 52 

Like— Love 55 

Possessive  Forms 56 

These— Those— Them 60 

Asking  and  Giving  Permission 61 


CONTENTS. 

PAGB. 

Sit— Set • 62,  64,  78 

Teach— Leaxn 63 

Quotation  Marks 69 

Sentence  Building 73 

Word  Pictures 75 

Lie— Lay !    .  75,  78 


Composition  Lessons. 

Descriptive  Composition 83 

Narrative  Composition 86 

Imaginative  Composition 91 


Part  II.    Parts  of  Speech  and  Analysis. 

Names  and  Words  that  Stand  for  Names  » 98 

Words  that  State 102 

Words  that  Ask 103 

Words  that  Command 104 

Words  that  Describe 107 

Words  that  Limit 108 

Adjective  Phrases Ill 

Adjective  Clauses 113 

Words  that  show  "  how  " 116 

Words  that  show  "  where  " 116 

Words  that  show  "  when  " 117 

Words  that  show  "  how  much  " 118 

Adverbial  Phrases 120 

Adverbial  Clauses 122 

Words  that  Join 125 

Words  that  Join  by  Showing  Relation 127 

Emotion  Words 129 

Review  of  Parts  of  Speech 131 

Words  as  Different  Parts  of  Speech 132 

Kinds  of  Sentences 134 

Predicate 135 

Subject 135 

Compound  Predicate  and  Subject 139 

Modified  Predicate •. 140 

Modified  Modifiers 143 

Qualified  Subject 144 

The  Object  Complement 147 

The  Attribute  Complement 149 

Position  of  Modifiers 161 

Review  of  Sentences 153 

Constructing  Sentences 164 


PART   I. 


NOTE. 

The  oral  exercises  in  this  book  are  merely  suggestive,  and  should 
be  changed  and  extended  to  meet  the  needs  of  each  class. 

The  very  nature  of  the  work,  depending  as  it  does  upon  the  en- 
thusiasm and  ingenuity  of  the  teacher,  makes  it  impossible  to  plan 
complete  oral  lessons. 

In  everything  developed  by  the  teacher,  the  blackboard  should 
supplant  the  book,  and  every  device  should  be  used  to  vary  and 
enliven  the  work. 

The  oral  Lessons  of  the  book  should  be  carefully  studied  by  the 
pupil,  that  he  may  give  thoughtful  answers. 

Supplement  the  lessons  given  by  similar  ones,  in  order  to  give 
the  children  sufficient  drill. 


>^-*'   OF  THB 

iversity; 

Lesson  1. 
The  Statement. 


[Develop  the  idea  of  the  Statement,  from  the  following  lesson, 
and  teach  tlie  term.  After  the  children  have  answered  the  ques- 
tions, let  the  teacher  select  some  of  the  best  statements  and  write 
them  on  the  board  for  the  class  to  read.  Write  the  term,  State- 
ment, and  teach  how  to  spell  it.] 

1.  What  is  the  little  girl  doing? 

2.  Where  is  she  sitting  ? 

3.  What  shall  we  call  her,  Alice  or  May? 

Tell  all  that  you  have  said  about  Alice. 

4.  What  else  do  you  see  in  the  picture? 

5.  Who  gave  the  doll  to  Alice  ? 

6.  Tell  the  doll's  name. 

7.  Say  something  about  the  doll. 

8.  Say  or  state  something  about  the  hasket. 

9.  State  the  number  of  things  in  the  basket. 
10.  Where  do  you  think  Alice's  thimble  is? 


8  EXERCISES  IN  LANGUAGE. 

11.  Of  what  use  are  the  scissors? 

12.  Who  taught  Alice  how  to  sew? 

13.  Why  do  you  think  she  is  trimming  a  hat? 

14.  What  does  she  wear  on  her  feet  ? 

15.  What  do  you  think  she  has  on  her  head? 

16.  State  what  you  think  is  the  color  of  her  dress. 

17.  Where  do  you  think  Alice  and  her  doll  are  going 
when  the  hat  is  done  ? 

18.  Repeat,  for  me  to  write  on  the  board,  a  statement 
made  about  Alice. 

19.  What  statement  was  made  about  the  basket? 

20.  What  was  said  about  the  doll  ? 


Lesson  2. 

Use  of  Capital  and  Period. 

[The  teacher  should  put  these  statements  on  the  board  and,  after 
developing  the  use  of  the  capital  letter  and  period,  have  children 
copy  for  study  work.] 

1.  This  little  girl  is  trimming  a  hat. 

2.  We  will  call  the  little  girl,  Alice. 

3.  Alice  is  sitting  on  the  rug. 

4.  I  see  a  doll  and  a  basket. 

5.  Grandma  gave  Alice  the  doll. 

6.  The  doll's  name  is  Bess. 

Looh  carefully  at  the  first  word  in  each  of  the  statements 
you  have  copied. 

With  what  kind  of  letter  does  each  statement  begin  ? 
What  do  you  see  at  the  end  of  each  statement? 

Write  the  following  Statements^  filling  the  blanks,  and  begin 
each  with  a  capital  letter,  and  end  it  with  a  period: 

1.  sun  rises  in  the  morning 

2.  children  enjoyed  the  picnic 

3.  came  home  at  sunset 


THE  STATEMENT. 

How  should  a  statement  begin? 
How  should  a  statement  end  ? 


Lesson  3. 

Practice  on  Statements. 

ORAIv     EXKRCISE, 

[Let  the  pupils  study  these  directions  and  questions  before  recit- 
ing. In  class  the  questions  may  be  asked  by  either  teacher  or 
pupils,  using  books  at  option.  The  answers  are  to  be  in  complete 
sentences.] 

1.  State  your  teacher's  name. 

2.  State  one  thing  she  does  in  the  morning. 

3.  How  many  pupils  in  your  school  ? 

4.  When  do  you  study  your  reading  lesson? 

5.  Where  do  you  eat  your  lunch  ? 

6.  State  one  game  that  you  play  at  recess. 

7.  When  do  the  boys  fly  kites  ? 

8.  Make  a  statement  about  your  school  house. 

9.  How  many  windows  has  your  school  room  ? 

10.  Tell  something  about  the  boy  who  sits  next  to  you. 

11.  Give  the  names  of  two  things  which  you  saw  on  your 
way  to  school. 

12.  Make  a  statement  about  each  of  them. 

13.  Why  do  you  like  to  come  to  school? 

Lesson  4. 

A^^RITTTEISr     EXERCISE. 

[The  teacher  may  write  five  of  the  best  answers  to  questions  in 
Lesson  3  on  slips  of  paper  or  on  the  blackboard  for  class  to  copy.] 

SUMMARY. 
Memorize : 

To  STATE  means  to  SAY  or  TELL. 

A  group  of  words  wMch  says  or  tells  something  Is  a  STATEMENT. 

A  Statement  should  begin  with  a  capital  and  end  with  a  period. 


10  exercises  in  language. 

Lesson  5. 
The  Question. 


ORAL     ii:KKK.CISJ^. 

[Develop  the  idea  of  the  Question,  from  the  following  lesson,  and 
teach  the  term.] 

1.  Say  something  about  the  boy. 

2.  Ask  something  about  the  boy. 

3.  Tell  me  what  the  dog  and  cat  are  doing. 

4.  Ask  something  about  the  dog. 

5.  Ask  two  things  about  the  cat. 

6.  Ask  two  things  about  the  house. 

7.  Ask  a  question  about  the  cart. 

8.  Ask  another  question  about  the  picture. 

9.  Tell  me  what  the  following  sentence  does: 
The  cat  does  not  like  to  pull  the  wagon. 

10.  What  does  this  sentence  do: 
Of  what  is  the  harness  made? 

11.  Which  of  the  following  sentences  is  a  statement,  and 
which  is  a  question: 

1.  The  boy  has  a  whip. 

2.  What  does  the  cat  do? 


the  question.  11 

Lesson  6. 

Copy  these  questions: 

1.  What  do  you  think  of  this  team? 

2.  Which  one  does  not  like  to  pull  ? 

3.  With  what  does  the  boy  guide  them  ? 

4.  Why  do  you  think  the  boy  does  not  ride  ? 

5.  Where  do  you  think  the  boy  wants  to  go  ? 

Look  carefully  at  each  question  that  you  have  copied. 

With  what  mark  does  each  question  end  ? 
How  does  each  question  begin  ? 


SUMMARY. 
Memorize : 

A  Group  of  Words  that  asks  something  is  a  QUESTION. 
A  Question  should  hegin  with  a  capital  and  end  with  a  question 
mark. 


Lesson  7. 

WRITTKN     EXERCISE). 

Copy  the  following,  and  close  each  with  the  proper  mark: 

1.  Are  those  boys  going  home 

2.  Who  has  seen  my  hat 

8.  Where  did  you  find  those  flowers 

4.  Is  Emma  studying  her  lesson 

5.  What  is  the  name  of  that  boy 

Copy  the  following,  and  close  each  with  the  proper  mark: 

1.  Sara  has  a  new  book 

2.  Do  the  stars  shine  at  night 

3.  Can  those  birds  fly  very  high 

4.  Our  books  are  all  lost 

5.  Which  way  did  Phebe  go 


12 


exercises  in  language. 
Lesson  8. 

^?v^R.I'^TE;lS[   exercise. 


[These  lessons  may  be  varied  by  writing  each  word  on  a  slip  of 
paper  and  giving  the  words  of  one  group  to  a  pupil  to  be  arranged 
in  statements  or  questions ;  the  words  of  another  group  to  another 
pupil,  and  so  on.] 

Make  questions  of  these  words: 

do      birds      how 

does      the  boy 
swim       can      the 

head      her  what 


1.  many 

2.  boat 

3.  little 

4.  girl 


you 
row 


on 

is 


has 


see 
the 
dog 
the 
5.  holding      girl      the      her      dog 

Make  statements  of  each  of  these  groups  of  words ^  then  make 
a  question  of  each: 

1.  in      are      a      boat      children      these 

2.  row      boat    the    boy    the     can 

3.  holding      girl      the      her      dog      is 

4.  fine      having      they      time      are      a 

5.  an      in      has      hand      the      each      oar      boy 


NAMES. 

Lesson  9. 

Names. 


13 


ORA.Iv     EXERCISE. 

[Let  the  teacher  write  names  on  the  board  as  they  are  given  in 
answer  to  the  questions  below.  The  lesson  should  be  supple- 
mented by  exercises  on  names  of  objects  in  the  school  room,  articles 
of  dress,  tools,  furniture,  etc.] 

1.  Give  the  names  of  four  animals  that  you  see  in  the 
picture. 


14  EXERCISES  IN  LANG UAGE. 

2.  Who  has  the  pail? 

3.  What  has  the  girl  in  her  hand  ? 

4.  What  do  you  think  the  doves  are  eating  ? 

5.  What  is  the  ax  lying  against  ? 

6.  In  what  does  the  man  live  ? 

7.  In  what  does  the  horse  live  ? 

8.  What  is  the  man  taking  to  the  horse? 

9.  From  what  is  the  goat  drinking? 

10.  Name  five  more  things  that  you  see  in  the  picture. 


Lesson  lO. 

WRITTEN     EXERCISE. 

Copy  these  sentences  on  paper^  and  fill  the  blanks  with 
names  from  the  picture  in  Lesson  9: 

1.  The are  feeding  the . 

2.  I  see  a in  the . 

3.  A is  by  the . 

4.  The has  a in  her . 

5.  The is  very  large. 

6.  Is  the drinking ? 

7.  Where  is  the ? 

8.  Do  the eat  out  of  the ? 


Lesson  11. 

Change  these  questions  to  statements,  using  the  same  words. 
Write  each  statement  very  carefully. 

1.  Have  you  a  new  book? 

2.  Can  the  boys  play  marbles  at  recess? 

3.  Has  my  dog  a  brass  collar? 

4.  Is  there  a  fly  on  the  window? 

5.  May  Jessie  go  to  church  with  me? 

6.  Are  sweet  apples  good  to  eat? 


SPECIAL  NAMES. 

7.  Must  we  drive  the  cows  home? 

8.  Should  boys  be  kind  to  their  dogs  ? 

9.  Was  the  tramp  sent  to  jail? 


15 


Lesson  12. 
Special  Names. 


ORAL     EXERCISE. 

[The  teacher  should  write  all  names  on  the  blackboard,  as  they 
are  given,  and  call  attention  to  capitals  in  sx)ecial  names.  Many 
additional  special  names  should  be  given,  and  written  for  the  class 
to  see.] 

Class  read  this  lesson  aloud: 

Ned  and  Rover  have  come  out  to  the  field  to  see  the  man 
plow.  The  man  is  James  Black,  and  he  calls  his  horse 
Dick.  While  James  was  letting  Dick  rest  in  the  shade, 
Ralph  Payne  rode  up  and  asked  the  way  to  Stockton.  It 
is  nearly  noon,  and  I  think  Rover  and  Dick  want  their 
dinners. 

2— LL 


16  EXERCISES  IN  LANGUAGE. 

Find  all  the  names  in  the  first  statement. 
What  is  the  boy's  own  or  special  name? 
Give  the  special  name  of  the  dog. 
Tell  me  all  the  names  in  this  story. 
Which  ones  are  special  names  ? 
How  do  all  the  special  names  begin? 


Lesson  13. 

WRITTEN     EXERCISE. 

1.  Write  your  own  name. 

2.  Write  the  names  of  five  of  your  schoolmates. 

3.  Write  your  teacher's  name. 

4.  Write  the  name  of  the  nearest  town. 

Fill  each  of  these  hlanks  with  a  special  name: 

1.  and live  near  their  cousin . 

2.  caught  a  large  yellow  butterfly. 

3.  and have  gone  to  visit  their  grandmother. 

4.  calls  her  doll . 

5.  and are  high  mountain  peaks. 

6.  and were  famous  generals. 

7.  Give and some  candy, . 

8.  and met and at  church. 

9.  Will  Mr. give a  ride. 

10.  May and visit  you  at . 

11.  is  a  better  dog  than . 

12.  is  fifty  miles  from . 

[For  variety  the  children  may  fill  blanks  with  names  beginning 
with  the  same  letter,  as :  Anna  and  Arthur  live  near  their  cousin 
Alice;  or,  Bessie  and  Bertha  live  near  their  cousin  Ben.] 

SUMMARY. 
Memorize : 

The  special  name  of  a  person,  place,  or  thing  should  hegin  with  a 
Capital. 

Always  mention  the  capital  in  spelling  orally  a  special  name. 


initials.  17 

Lesson  14. 

Initials. 

ORAIv     EXERCISE. 

[Use  the  name  of  some  child  in  the  class  instead  of  the  one  here 
given.  Carefully  develop  each  step  upon  the  blackboard,  as  given 
in  the  lesson.] 

1.  Mary  Agnes  Hill.  1.  Frank  Henry  Cross. 

2.  Mary  A.  Hill.  2.  Frank  H.  Cross. 

3.  M.  A.  Hill.  3.  F.  H.  Cross. 

4.  M.  A.  H.  4.  F.  H.  C. 

In  how  many  ways  is  the  first  name  written  ? 

In  the  second  way,  what  takes  the  place  of  the  name 
Agnes  ? 

What  takes  the  place  of  the  name  Mary  in  number 
three? 

How  is  each  part  of  the  name  shortened  in  number  four? 

State  the  different  ways  of  shortening  the  second  name. 

What  mark  do  you  find  after  each  initial  ? 


Lesson  15. 

WRITTEN    EXERCISE. 

Shorten  each  of  these  names  in  three  ways: 

1.  Walter  Carl  Morris.  3.  Mary  Mapes  Dodge. 

2.  James  Foster  Kendon.         4.  Helen  Scott  Parsons. 

Each  person  should  have  one  way  only  of  signing  his 
name.     This  is  called  his  signature. 

Write  your  own  signature  very  carefully,  also  what  your 
father  writes  as  his  signature,  and  what  your  teacher  writes 
as  her  signature. 

SUMMARY. 

Memorize : 

The  first  letter  of  a  name  is  called  an  INITIAL.  When  an  Initial 
•is  used  instead  of  a  name,  it  is  followed  by  a  period. 

Each  person  should  have  one  way  only  of  writing  his  signature. 


18 


exercises  in  languaqr 

Lesson  16. 
Making  Statements. 


[Let  the  pupils  prepare  this  lesson  without  assistance,  and  take 
work  to  class  for  comparison  and  correction.] 

Write  answers  to  these  questions: 

1.  What  is  the  dog  doing? 

2.  Where  is  the  cat? 

3.  What  is  the  boy  doing  with  his  hands? 

4.  What  is  near  the  house  ? 

5.  Where  is  the  boy's  hat? 

6.  Where  do  you  think  the  boy  lives? 

7.  What  do  you  think  his  name  is? 

8.  What  has  the  dog  on  his  neck? 

9.  What  do  you  think  is  the  dog's  name  ? 

10.  Why  is  the  cat  in  the  tree  ? 

11.  Can  the  dog  climb  the  tree? 

12.  Why  can  a  cat  climb  a  tree  better  than  a  dog  ? 

13.  Do  you  think  the  house  is  in  the  country  or  in  town  ? 


THE  WORDS  I  AND  0.  t9 

Lesson  17. 
The  Words  /  and  0. 

ORAL     EXKRCISEi. 

Answer  in  complete  sentences: 

1.  What  is  your  name? 

2.  Where  do  you  Hve  ? 

3.  How  old  are  you  ? 

4.  What  did  you  eat  for  your  lunch  ? 

How  many  times  did  you  use  your  own  name  in  answer- 
ing these  questions  ? 

What  word  did  you  use  in  place  of  your  own  name? 

How  is  the  word  /  written  in  each  of  the  following  state- 
ments : 
,  1.  How  ardent  I  seized  it. 

2.  Come,  and  I  will  show  you  what  is  beautiful. 

3.  I  see!  I  see!  said  the  little  man,  I  see! 

How  is  the  word  0  written  in  each  of  the  following  state- 
ments: 

1.  0  how  beautiful  is  the  summer  night. 

2.  It  snows,  cries  the  widow,  O  God. 

3.  Exult,  then,  O  Sun!  in  the  strength  of  thy  youth. 

How  are  the  words  /  and  0  written  in  your  Reader  ? 
Lesson  18. 

WRITTTEN     EXERCISER. 

1.  Use  the  word  I  in  making  five  statements  about  things 
you  can  hear. 

2.  Use  the  word  /  in  asking  five  questions  about  things 
you  would  like  to  do. 

3.  Make  five  statements  using  the  word  0. 

SUMMARY. 
Memorize : 

Tbe  -words  I  and  0  should  be  Capital  letters. 


20 


EXERCISES  IN  LANGUAGE. 

Lesson  19. 
Written  Review. 


1.  Write  three  questions  about  this  picture. 

2.  Write  answers  to  your  questions. 

3.  Write  the  special  names  of  the  boy  and  the  dog. 

4.  Write  the  special  name  of  the  town  in  which  yon 
think  the  boy  lives. 

5.  Write  the  initials  of  the  boy's  name. 

6.  Make  a  statement  and  a  question  of  this  group  of 
words: 

teaching     hunt     to     boy      the      his      stick      dog     is      the 


Lesson  20. 

Days  of  the  Week. 

oral   exercise. 

[Give  thorough  drill  on  the  spelling  and  pronunciation  of  these 
names.] 

1 .  What  day  do  we  go  to  church  ? 

2.  On  which  day  of  the  week  is  there  no  school  ? 

3.  Name  all  the  school  days. 


DAYS  OF  THE  WEEK.  21 

4.  How  many  days  in  the  week? 

5.  Name  them. 

6.  What  day  is  called  the  "day  of  rest?" 

7.  Tell  something  about  Monday. 

8.  Make  a  statement,  using  the  names  of  three  days  of 
the  week. 


Lesson  21. 

WRITTEN     EXERCISE. 

[Let  the  children  read  this  aloud  before  answering  questions.] 

Seven  days  with  sunshine  laden 
For  each  little  man  and  maiden; 
Seven  days  with  pleasure  rife, 
These  make  up  the  children's  life. 

Sunday  bonny,  blithe,  and  gay, 

Drives  all  wicked  sprites  away; 

Monday  dawns  a  trifle  blue, 

Tuesday  wears  a  brighter  hue; 

Wednesday's  full  of  fun  and  merry, 

Thursday  grumbles— I'm  sorry — very; 

Busy  Friday  likes  to  work, 

But  naughty  Saturday's  a  shirk. 

Answer  each  of  these  questions  by  ivriting  one  name: 

1.  Which  is  the  lazy  day? 

2.  Which  day  is  merry  and  full  of  fun? 

3.  Which  is  the  good  day  ? 

4.  Which  day  likes  to  work? 

5.  Which  is  the  grumbling  day? 

6.  Which  day  feels  sad  ? 

7.  Which  day  have  you  not  yet  written  ? 

8.  Write  these  names  again  in  their  proper  order. 

SUMMARY. 
Memorize : 

The  names  of  the  days  of  tlie  week  should  always  begin  with  Capi- 
tals. 


22  exercises  in  language. 

Lesson  22. 

Use  op  the  Comma, 
oral    exercise. 

1.  Peaches^  plums,  and  grapes  grow  in  California. 

2.  Horses,  cows,  and  s/ieej?  eat  grass. 

3.  The  farmer  uses  a  hoe,  a  raA:e,  a  spade,  and  a  2>^or<7. 

4.  Susan,  Ella,  Robert,  and  Dan  have  gone  to  the  coast. 

In  the  first  sentence  what  three  things  are  mentioned 
one  after  another  ?     In  the  second  ? 

How  many  things  are  so  mentioned  in  the  third  state- 
ment?    In  the  fourth? 

By  what  mark  are  these  words  separated  in  the  first 
statement  ? 

Look  closely  at  the  other  statements,  then  tell  what 
marks  you  find  and  how  they  are  used. 

SUMMARY. 
Memorize : 

Three  or  more  things  mentioned  one  after  another  make  a  SERIES. 
The  words  in  a  series  are  separated  by  commas. 


Lesson  23. 

^?V^RI'^TEISI     EXERCISE. 

Fill  these  blanks  with  series  of  words: 

1.  , ,  and are  green. 

2.  , ,  and are  writing  letters. 

3.  , ,  and are  useful  animals. 

4.  Lambs , ,  and . 

Use  each  of  these  series  of  words  in  a  question: 

1.  roses,  pinks,  violets,  and  daisies. 

2.  robins,  linnets,  and  swallows. 

3.  run,  jump,  and  play. 

4.  Monterey,  Gilroy,  and  Oakland. 


COMBINING  STATEMENTS.  23 

Select  the  series  in  each  of  these  statements  and  questions, 
and  write  it  by  itself: 

1.  Pens,  pencils,  books,  and  slates  are  used  in  school. 

2.  Millie  can  read,  spell,  write,  and  sing. 

3.  Do  boys  like  tops,  marbles,  and  kites? 

4.  Lily,  Add,  James,  Fred,  and  Harry  are  at  grandma's. 

5.  Where  are  father's  hat,  coat,  and  cane  ? 


Lesson  24. 

Combining  Statements. 
ora.l    exkrcise. 

I  like  peaches.  I  like  grapes. 

I  like  cherries.  I  like  apples. 

How  many  times  have  we  used  the  words  /  like  in  these 
four  statements? 

Tell  these  four  things  in  such  a  way  that  we  need  not 
say  /  like  more  than  once. 

What  new  word  have  we  put  in  this  statement  ? 

Give  the  statement,  using  and  only  once.    Which  sounds 
better? 

How  many  names  have  we  in  our  statement? 

What  do  we  call  several  names  mentioned  one  after 
another? 

Make  one  statement  of  each  of  the  following  pairs  of  state- 
ments: 

1  (The  elephant  has  a  trunk. 
(The  elephant  has  tusks. 

2  /Ferns  grow  in  the  woods. 

( Wild  flowers  grow  in  the  woods, 
o    (The  grocer  sells  tea. 

*  (The  grocer  sells  sugar. 
A   /  Lucy  has  a  dog. 

'  \  Lucy  has  a  cat. 


24  EXERCISER  IN  LANGUAGE. 

r   /  Farmers  sow  wheat. 
*  (Farmers  sow  barley. 


Lesson  25. 

>?VRI'rTElSI     EXERCISER. 

Make  one  statement  of  each  of  these  groups^  and  use  the 
comma  when  needed: 


The  girl  has  a  kitten. 


The  girl  has  a  ball. 


The  girl  has  a  book. 


The  girl  has  a  stool. 


I  see  a  fox. 
I  see  a  house. 
I  see  a  box. 
I  see  a  post. 
I  see  a  chain. 


This  is  a  pictm-e  of  a  boy. 


This  is  a  picture  of  a  hoop. 


This  is  a  picture  of  some  trees. 


ATTENTION  WORDS. 

The  chicken  eats  wheat.  // 

The  chicken  eats  corn. 
The  chicken  eats  barley. 
The  chicken  eats  worms. 


25 


Lesson  26. 
Attention  Words. 

ORAIv     EXERCISE. 

1.  Albert,  did  you  bring  in  the  wood? 

2.  I  am  going  to  the  orchard,  Alice. 

3.  I  will  go  with  you,  Harry,  if  father  is  willing. 

What  word  in  number  one  calls  the  attention  of  the  per- 
son spoken  to  ? 

Whose  attention  is  called  in  number  two  ? 

Give  the  attention  word  in  number  three. 

Read  each  without  the  attention  word. 

By  what  mark  are  the  attention  words  separated  from 
the  other  words  ? 

Supply  attention  words  in  the  following: 

,  where  are  the  flowers  ? 

James  has  a  new  foot-ball, . 

Will  you  sing, ,  if  I  will  play  for  you? 

,  and ,  do  you  wish  to  ride  with  me? 


Lesson  27. 

WRITTEN     EXERCISE. 

1.  Write  three  questions  with  an  attention  word  at  the 
beginning  of  each. 

2.  Make  two  statements  and  put  an  attention  word  at  the 
end  of  each. 


26 


EXERCISES  IN  LANGUAGE. 


3.  Write  this  statement  three  times,  putting  an  attention 
word  in  a  different  place  each  time: 

It  is  raining  so  hard  that  I  cannot  go  out  to  play. 


Lesson  28. 
The  Command. 

ORAIv     EXERCISE). 

1.  You  are  carrying  my  basket,  John. 

2.  Will  you  carry  my  basket,  John? 

3.  John,  carry  my  basket. 

Which  group  of  words  is  a  question  ?  Which  group  is  a 
statement?  Which  one  tells  or  commands  John  to  do 
something  ? 

You  may  tell  or  command  $ome  one  to: 

1.  open  the  door.  3.  put  the  book  on  the  table. 

2.  shut  the  window.  4.  feed  the  canary. 

Give  three  other  commands. 

How  does  the  command  begin  and  end? 


Lesson  29. 
^?VRnr^E^I  exercise. 
MaJce  commands  of  these  words.     When  the  attention  words 
occur,  separate  them  from  the  rest  of  the  command  by  commas: 

1.  pretty      come      bird      here 

2.  Sarah      man      the      poor      help 

3.  beautiful      George      the      water      roses 

4.  stairs      walk      up      the      softly      Mary 

5.  playmates      to      all      your      kind      be 

6.  you      to      all      I      fast      give      hold 

7.  walk      not      do      mother      fast      so 

8.  the      while      shines      sun      make      hay 

9.  still      be      baby 


THE  SENTENCE.  27 

10.  me      wait      for      Rachel       do 

SUMMARY. 
Memorize : 

A  group  of  words  that  tells  or  commands  something  to  be  done  is  a 
COMMAND. 

A  Command  begins  with  a  Capital  and  ends  with  a  period. 


Lksson   30. 

The  Sentence. 


WRITTEN    EXERCISER. 

Write  four  questions^  four  statements^  and  two  commands 
about  this  picture. 

SUMMARY. 

Memorize : 

A  statement,  a  question,  or  a  command  is  called  a  SENTENCE. 


Lesson  31. 

The  Request. 

ORAIv     EXERCISE. 

1.  Tie  my  hat.  2.  Please  tie  my  hat. 

3.  Please  tie  my  hat,  mother. 


28  EXERCISES  IN  LANGUAGE. 

Which  of  these  sentences  do  you  like  best? 
Why  do  you  like  it  ? 

What  word  makes  the  second  sentence  better  than  the 
first? 
What  other  word  is  added  in  the  third  ? 

You  may  change  these  sentences  to  better  forms  by  using 
PLEASE  and  an  attention  word. 

1.  Give  me  a  flower. 

2.  Will  you  sing  for  me  ? 

3.  Sit  down. 

4.  Will  you  bring  in  some  wood  ? 

5.  Hand  me  the  book. 

6.  I  would  like  to  borrow  your  hoe. 


Lesson  32. 

Vv^RITTEN     EXERCISE. 

Make  complete  sentences  by  putting  each  group  of  words  in 
column  one  with  each  group  in  column  two. 

1.  2. 

Please  help  me  lift  this  box. 

Will  you  be  kind  enough  to  pass  the  potatoes. 

Will  you  please  let  me  ride  to  town. 

Will  you  kindly  put  down  the  curtain. 

Please  be  kind  enough  to  let  me  read  your  paper. 

Will  you  be  so  kind  as  to  allow  me  to  pass. 


Lesson  33. 

Choice  of  Words. 

are 

ORAT^     EXERCISE. 


1.  Say  something  about  one  girl  and  use  is  to  do  it. 

2.  Say  something  about  more  than  one  girl  and  use  are. 


IS— ARE.  29 

3.  Use  is  to  ask  about  a  pencil. 

4.  Use  are  to  ask  about  several  pencils. 

5.  When  more  than  one  was  spoken  of,  did  you  use  is 
or  aref 

6.  When  do  you  use  is? 

7.  When  do  you  use  are  f 

Fill  these  blanks  with  is  or  are. 

1.  The  horse black. 

2.  The  children asleep. 

3.  The  birds happy. 

4.  The  pictures pretty. 

5.  The  rose  and  the  violet sweet. 

6.  Joe  and  Nell brother  and  sister. 

7.  there  any  letters  for  me  ? 

8.  Where my  hat  and  cape  ? 


Lesson  34. 

WRITTEN     EXKRCISE. 


Combine  each  of 
the  following  groups 
into  one  sentence^ 
changing  is  to  are 
when  more  than  one 
is  spoken  of.     Use  commas  correctly. 


c{)  EXERCISES  IN  LANGUAGE. 

The  cow  is  in  the  pasture. 
The  calf  is  in  the  pasture. 
The  dog  is  in  the  pasture. 

Is  the  cow  afraid  of  the  dog? 
Is  the  calf  afraid  of  the  dog  ? 

There  is  a  man  in  the  picture. 
There  is  a  house  in  the  picture. 
There  is  a  dog  in  the  picture. 

Where  is  the  dog? 
Where  is  the  calf? 
Where  is  the  cow? 

Grass  is  growing  in  the  field. 
Flowers  are  growing  in  the  field. 
Trees  are  growing  in  the  field. 

The  grass  is  green. 
The  trees  are  green. 

Is  the  cow  gentle  ? 
Is  the  calf  gentle  ? 


Lesson  35. 

The  Title  and  Paragraph. 

oral    exercise. 

[This  lesson  should  be  supplemented  by  dictation  and  by  copy- 
ing lessons  from  Readers.  Wlien  children  are  thoroughly  familiar 
with  paragraphing,  the  numbers  may  be  omitted  in  their  written 
work.] 

Playing  Horse. 

1.  Two  little  boys,  Henry  and  Arthur,  were  one  day  play- 
ing horse.  Henry  was  the  driver,  and  Arthur  was  the 
horse. 

2.  Henry  tied  the  reins  to  Arthur's  arms,  and  sat  on  a 


WAS— WERE.  31 

chair,  which  they  called  the  wagon.  Arthur  took  one  of 
Henry's  feet  in  each  hand  and  pulled.  When  he  pulled 
too  hard,  the  chair  fell  forward  and  Henry  fell  under  it. 

3.  Henry  was  hurt  and  cried.  Arthur  thought  driving 
was  not  such  fun  after  all. 

What  is  the  first  thing  that  tells  you  anything  about  this 
story?  What  is  it  called?  Where  is  it  written?  How  is 
each  word  in  the  name  or  title  of  the  story  written? 

How  many  parts  has  this  story?  What  are  the  parts 
called  ?    Where  is  each  part,  or  paragraph,  begun  ? 

Copy  this  story  on  paper.  Begin  the  first  line  of  each  para- 
graph a  little  to  the  right  of  the  other  lines. 


Lesson  36. 

Choice  of  Words. 
was  were 

V^RITTEN    EXERCISE. 

Change  is  and  are  to  was  or  were : 

1.  He  is  the  best  boy  in  school. 

2.  Is  the  house  near  the  church  ? 

3.  The  boxes  are  filled  with  cherries. 

4.  Are  the  boys  playing  ball  ? 

5.  My  fingers  are  frozen. 

6.  Is  there  a  letter  for  me  ? 

7.  The  sailor  is  on  the  ship. 

8.  Those  kittens  are  sound  asleep. 

9.  A  bee  is  on  the  rose. 

Make  a  statement  about  each  of  the  following  things  and  use 
was  and  were  correctly  in  each: 

1.  paper  2.  houses  3.  shells 

3— LL 


32 


EXERCISES  IN  LANGUAGE. 


4.  pens 

6.  a  sled 

8.  balloon 

5.  a  doll 

7.  tent 

9,  scissors 

Lesson  37. 

Holidays. 

ORAIv     EXERCISE. 

Thanksgiving. 

New-year. 

Christmas. 

1.  Which  of  these  days  do  children  enjoy  most? 

2.  Tell  what  is  done  at  this  time. 

3.  Tell  me  two  things  that  you  know  about  New-year. 

4.  Ask  three  things  that  you  would  like  to  know  about 
Thanksgiving. 

5.  In  what  month  does  New-year  come  ? 

6.  Tell  the  name  of  the  month  in  which  Thanksgiving 
comes. 

7.  Which  is  the  Christmas  month? 

8.  W^hich  of  these  holidays  is  a  birthday? 

9.  Tell  all  you  know  about  this  day. 

10.  Which  one  begins  the  year  ? 

11.  Why  do  we  have  Thanksgiving? 

12.  Who  always  tells  which  day  is  to  be  Thanksgiving? 

[In  order  that  the  children  may  learn  to  talk  correctly  and  inde- 
pendently, let  each  one  choose  one  of  these  holidays  and  tell  a 
little  story  about  it  at  the  next  lesson.] 


Lesson  38. 

WRITTTEN     EXERCISE. 

Copy  and  learn  to  spell  the  names  of  these  holidays  and  the 
months  in  which  they  come: 

New-year  January 

Thanksgiving  November 

Christmas  December 


HAS-HAVE.  33 

Lesson  39. 

Choice  of  Words. 
has  have 

'WRITrrEM    EXKRCISE 

1.  Write  a  sentence  using  the  words /ower  and  has. 

2.  Write  a  question  using  the  words  ^oi(;ers  and  have. 

3.  Use  the  words  Lnicy^  Emma,  and  have  in  a  statement. 

4.  Ask  a  question  beginning  with  have. 

Copy  these  questions,  selecting  the  correct  word  in  the  brack- 
ets; then  answer  them  in  correct  statements: 

{have1 
or    >  Tom  and  Joe  ? 
has  J 
f  have  1 


Who  i     or    >  fed  the  horses  ? 
I  has  J 

{havel 
or    I  new  books  ? 
has  J 
{has  1 
or    ^  Sarah  and  Emma  been? 
have  J 


Lesson  40. 
Written  Review. 

1.  Write  a  statement  containing  an  attention  word. 

2.  Write  a  command  using  a  boy's  whole  name. 

3.  Say  something  about  four  kinds  of  fruit. 

4.  Write  the  names  of  all  the  days  of  the  week. 

5.  Which  holiday  comes  in  February? 

6.  Make  a  statement  using  is, 

7.  Ask  a  question  beginning  with  are. 


34 


EXERCISES  IN  LANGUAGE. 


I  was 

8.  There  <    or    ^  no  clouds  in  the  sky. 

I  were  J 
f  has  I 

9.  The  man  ^     or    ^  fine  horses. 

I  have  J 

10.  Write  two  requests. 

11.  Write  the  titles  of  two  stories  in  your  Reader. 

[The  pupils'  papers  should  be  carefully  criticized,  and  additional 
lessons  given  on  all  points  where  drill  is  needed.] 

Lesson  41. 

One  and  More  than  One. 


OR.A.L     EXERCISE. 


How  many  boys  in  this  picture  ? 

What  is  added  to  the  word  boy  to  make  it  mean  more 
than  one? 

How  many  kites  have  the  boysf 


ONE  AND  MORE  THAN  ONE. 


35 


What  is  added  to  the  word  kite  to  make  it  mean  more 
than  one  ? 

Tell  which  of  these  words  mean  one,  and  which  more 
than  one: 

1.  desks  6.  bells  11.  chair 

2.  worm  7.  soldiers  12.  paper 

3.  neighbor  8.  match  13.  pens 

4.  mountains  9.  state  14.  clock 

5.  sons  10.  window  15.  kisses 


16.  berries 

17.  dishes 

18.  girl 

19.  lamps 

20.  carpet 


Lesson  42. 

WRITTEN     EXERCISE. 

Rewrite  these  sentences^  so  that  each  shall  speak  of  more 
than  one: 

1.  The  bottle  is  broken. 

2.  The  cup  is  full  of  water. 

3.  The  dress  is  new. 

4.  A  rabbit  eats  cabbage. 

5.  His  boot  has  a  hole  in  it. 

6.  My  mitten  is  soft  and  warm. 

7.  The  star  is  bright. 

8.  A  goat  can  draw  a  cart, 

9.  The  old  frog  lives  in  the  pond. 
10.  A  squirrel  ran  up  the  tree. 

Rewrite  these  sentences,  so  that  each  shall  speak  of  only  one 
thing  of  any  kind: 

1.  Owls  see  well  only  at  night. 

2.  Kittens  like  to  chase  balls. 

3.  Rats  gnaw  holes  in  floors. 

4.  Chairs  were  set  in  all  the  rooms. 

5.  Rulers  lay  on  all  the  desks. 

6.  My  pens  are  worn  out. 

7.  Handkerchiefs  are  sold  at  many  stores. 


EXERCISES  IN  LANGUAGE. 


8.  Keys  unlock  doors. 

9.  Kings  rule  kingdoms. 


Lesson  43. 

WRITTEN    EXERCISE. 

Learn  to  spell  these  words  and  then  fill  the  blanks  with 
words  selected  from  the  list: 


man 
woman 
potato 
monkey- 
lady 
city 
piano 


men 

women 

potatoes 

monkeys 

ladies 

cities 

pianos 


mouse 

goose 

ox 

tooth 

child 

turkey 

foot 


1.  The 

2.  The 

3.  The 

4.  and 

5.  The 

6.  The 


and live  in  a  large 

is  fond  of  sweet . 


sets  a  trap  for  the  ■ 

eat  corn. 

draw  heavy  loads, 
plays  on  the . 


7.  like  to  tease  other  animals. 

8.  What  even,  white you  have. 


mice 

geese 

oxen 

teeth 

children 

turkeys 

feet 


Lesson  44. 

Story. 

written  exercise. 

Write  this  story,  changing  each  question  to  a  statement. 
Notice  carefully  how  and  where  each  paragraph  is  begun,  and 
how  the  title  is  written, 

Willie's  Show. 
1.  Are  these  children  having  a  show  under  the  trees  in 


THE  PARAGRAPH. 


37 


the  back  yard?      Is  the  show  made  of  an  old  box,  two 
strings,  and  two  paper  dolls? 

2.  Is  Willie  the  showman;  and  does  he  say  the  dolls  are 
a  king  and  queen?  Does  he  pull  the  strings  and  make  the 
dolls  march,  dance,  and  bow? 

3.  Do  Charley  and  May  clap  their  hands  and  laugh  to 
see  the  fun  ? 


Lesson  45. 

Story. 

Write  a  story  combining  the  first  two  of  the  following  state- 
ments into  one.,  the  next  four  into  one^  and  filling  the  blanks 
in  the  others.     Make  a  title: 


38  EXERCISES  IN  LANGUAGE. 


Paragraph  1.^ 


1.  Joe  had  ten  cents. 

2.  His  Httle  brother  had  ten  cents. 

3.  They  went  to  the  store. 

4.  They  bought  some  marbles. 

5.  They  bought  a  top. 

6.  They  bought  some  candy. 


r     On  the  way they to  play  a 


Paragraph  2.  |  of  marbles.     won  all  the and  Ned 

(^  began  to . 


Paragraph  3. 


The  boys'  mother Ned  crying,  and 

— —  to what  was  the .      She 

all  their away,  and not  let  them 

with for  a  week. 


Lesson  46. 

More  Holidays. 

written   exerciser. 

Write  the  names  of  these  holidays  in  their  proper  places  in 
the  following  story: 

Fourth  of  July,  Decoration  Day,  Washington's  Birthday, 
Admission  Day. 

[The  teacher  should  give  one  or  more  oral  lessons  upon  each  of 
the  holidays,  carefully  teaching  why  and  how  it  is  honored.] 

Days  That  We  Honor. 

1.  All  American  boys  and  girls  enjoy  hearing  of  the  good 
and  great  man  who  is  called  ''  The  Father  of  His  Country." 

The  children  in  this  picture  are  celebrating by 

having  a  torchlight  procession.      Their  flags,  banners,  and 
lanterns  make  a  grand  display. 

2.  They  have  no  fire-crackers  nor  sky-rockets  now,  but 
will  have  plenty  when comes.     Upon  that  day 


HOLIDAYS. 


39 


m.  P  '^ 

''^^1 

9^^ 

^^'7- 

--, 

■'■^^.?^"^ 

'a&i:"!.    .     -,         ^ 

i^"-^     1':  -J 

^^HM^^; 

^jl^-^  .^<::eE= 

Sa^^i 

^MMM 

one  of  the  boys  is  to  make  a  speech,  and  they  are  to  have 
some  fireworks. 

3.  Every  May  these  children  gather  flowers  to  put  on  the 
soldiers'  graves.     This  day  is  called . 

4.  There  is  one  other  day  that  Californian  children  honor. 
It  is  the  birthday  of  their  own  state  and  is  called , 


Lesson  47. 

WRITTEN    EXKRCISE;. 

Learn  to  write  these  holidays: 

Christmas 

New-year 

Washington's  Birthday 

Decoration  Day 

Independence  Day,  or  Fourth  of  July 

Admission  Day 

Thanksgiving 


December  25. 
January  1. 
February  22. 
May  30. 
July  4. 
September  9. 
November  (?) 


40  EXERCISES  IN  LANGUAGE. 

SUMMARY. 
Memorize : 

Tlie  name  of  each  month  and  holiday  shoiQd  always  begin  with 
a  Capital  letter. 


Lesson  48. 

One  and  More  than  One. 

or^^l    exercise. 

Learn  to  spell  these  words: 

calves,    leaf,    lives,     shelf,    wolf,     knives,    wife,     loaves,     thief. 

Change  these  sentences  so  that  each  shall  speak  of  more 
than  one: 

1.  The  knife  has  a  pearl  handle. 

2.  The  loaf  is  made  of  wheat  flour. 

3.  Has  the  calf  pretty  eyes? 

4.  A  country  life  is  the  happiest. 

5.  The  dishes  are  on  the  shelf. 

6.  Do  not  trust  a  thief. 

Change  these  sentences  so  that  each  shall  speak  of  one  only. 

1.  The  leaves  are  green. 

2.  The  shelves  are  filled  with  books. 

3.  Have  the  thieves  been  caught  ? 

4.  Wolves  are  fierce  and  strong. 

5.  The  wives  do  the  housework. 

Write  the  sentences  that  you  have  made. 


Lesson  49. 
Story. 

Write  the  answers  to  the  following  questions  in  the  form  of 
a  story,  combining  carefully  those  that  go  well  together: 


WRITING  FROM  PICTURES. 
Trouble. 


41 


Par.  1, 


Par.  2. 


Par.  3. 


What  has  this  little  boy  in  his  hand  ? 

What  has  happened  to  the  umbrella? 

What  do  you  see  falling  all  around  the  boy? 
(^  Where  are  his  books? 

What  has  he  on  his  head? 

What  on  his  hands  ? 

What  around  his  neck  ? 

What  can  you  see  behind  the  boy? 
^  With  what  is  the  ground  covered  ? 

f  How  old  is  the  boy  ? 
I  Where  is  he  going  ? 

Who  gave  him  the  umbrella? 
i^  Why  is  he  crying  ? 


42 


EXERCISES  IN  LANGUAGE. 


Par.  4.i 

I 


r  What  do  you  think  he  will  do  with  the  umbrella  ? 
'  How  will  his  mother  feel  when  she  sees  her  little 


boy 


[  What  will  she  do? 


Lesson  BO. 

Combining  Statements. 

Write  each  group  in  one  sentence: 

1.  Lizzie  sews.  2.  An  ostrich  walks. 
Lizzie  knits.  An  ostrich  runs. 

Lizzie  darns.  An  ostrich  kicks. 

Lizzie  mends. 


That  girl  runs. 
That  girl  jumps. 
That  girl  dances. 


5.  Monkeys  climb. 
Monkeys  swing. 


My  chickens  eat. 
My  chickens  walk. 
My  chickens  fly. 
My  chickens  scratch. 

Monkeys  chatter. 
Monkeys  quarrel. 


saw    seen 


Lesson  51. 

Choice  of  Words. 

oral.   exercise. 

did    done 


1.  I  saw  the  ship. 
S.  I  did  the  work. 
5.  They  went  to  the  store. 


went    gone 

2.  I  have  seen  the  ship, 
4.  I  have  done  the  work. 
6.  They  have  gone  to  the  store. 


What  word  helps  seen  to  make  the  second  statement? 
What  word  helps  done  and  gone  ? 
Which  three  words  need  no  help? 


THE  STANZA.  y^^^^*'^^^^^' 

Make  a  statement  using  has  and  seeri.    f/T71TTVERSITV 
Make  a  statement  using  /lad  and  done.  \^  ^          ^^ 
Make  a  question  using  is  and  gone.          ^^^^Z/POTl'^'VS^ 
Make  a  question  using  were  and  seeti.  ^ — ^r-^^^^^ 

C7se  the  following  as  helping  words  in  these  statements: 
has,  have,  had,  is,  are,  was,  were. 

1.  She gone  to  a  party. 

2.  M|ry done  as  she  was  told. 

3.  They seen  six  robins. 

4.  The  fire seen  by  many  persons. 

5.  They gone  before  I  could  get  there. 

6.  Her  sewing done. 

[The  teacher  cannot  give  too  much  drill  upon  these  generally 
misused  verbs.] 

Lesson  52. 

The  Stanza. 
oral    exercise. 

What  do  you  think  I  saw 

Out  in  the  fields  at  play  ? 

Something  woolly,  and  soft,  and  white,    * 

Skipping  and  prancing  in  sheer  delight; 

Two  round  eyes  that  were  opened  wide, 

As  it  gamboled  and  frisked  by  its  mother's  side, 

Yet  it  had  not  been  in  the  world  a  day. 

Well,  who  do  you  think  has  come? 

The  birds  have  begun  to  sing. 

The  willows  to  bud,  and  the  lambs  to  play, 

The  grass  to  grow  greener  every  day. 

The  brook  to  sparkle,  and  dance  and  leap, 

And  the  flowers  to  wake  from  their  winter's  sleep; 

What  is  it  that  has  come  ? 

— Kate  Lawrence. 

What  do  we  call  a  story  written  in  this  way  ? 


44 


EXERCISES  IN  LANGUAGE 


How  does  every  line  begin? 

How  many  groups  of  lines  are  there  ? 

What  is  each  group  called  ? 

Count  all  the  poems  in  your  Reader. 


Lesson  53. 

WRIXTElSr     EXERCISE. 

1.  Copy  the  question  in  the  first  stanza  of  this  poem. 

2.  Answer  it. 

3.  Copy  the  last  question  in  the  second  stanza. 

4.  Answer  it. 

Answer  each  of  these  questions  by  writing  a  line  of  the 
poem: 

5.  What  was  the  lamb  doing? 

6.  What  are  the  birds  doing? 

7.  What  was  the  lamb  like  ? 


Lesson  54. 

Using  Words. 

'       ORAL     EXERCISE. 

• 

1 

2 

chose 

chosen 

rode 

ridden 

wrote 

written 

swam 

swum 

ate  or  eat  (et) 

eaten 

knew 

known 

speak 

spoken 

stole 

stolen 

wore 

worn 

1.  Fill  the  following  blanks  with  words  from  column  one. 

2.  Do  the  same  with  words  from  column  two,  using  the 
helping  words:  lias,  have,  had. 


THE  MONTHS.  45 


1.  Mabel Carrie  for  her  seatmate. 

2.  The  wicked  man a  cow  from  me. 

3.  The  king his  crown  but  once. 

4.  The  deer the  swift  river. 

5.  I sixty  miles  in  the  cars. 

6.  The  bear the  poor  little  lamb. 

7.  Kate a  letter  to  St.  Nicholas, 

8.  My  father General  Grant  for  years. 

9.  The  pupils their  pieces  very  well. 


Lesson  55. 
The  Months. 


Memorize : 


January  is  blithe  and  bold; 

He  laughs  in  scorn  at  rain  and  cold. 

February,  next  in  years, 
Very  short  and  small  appears. 

March  is  noisy  as  can  be, 
Yet  is  kind  and  full  of  glee. 

April  dawns  with  pranks  so  funny- 
Now  she  weeps  and  now  is  sunny. 

Then  comes  lovely  laughing  May, 
Strewing  flowers  along  the  way. 

June,  the  queen  of  all  the  year, 
Crowned  with  roses  doth  appear. 

July  comes  with  weary  feet. 
Panting  with  the  summer  heat. 

August  says:  ''Let's  have  a  play, 
By  the  seaside,  far  away." 

September,  with  her  face  so  fair, 
A  load  of  purple  grapes  doth  bear. 

October's  brow  is  overcast 

With  fleecy  clouds  that  hurry  past. 


46 


EXERCISES  IN  LANGUAGE. 


November  brings  the  gentle  rain 

To  freshen  all  the  earth  again. 

December,  last  month  of  the  year, 
By  old  and  young  is  held  most  dear. 


Lesson  56. 

\?V^RI'rTE]Sr    KXKRCISE. 

Copy  the  following: 


January 

Jan. 

July 

Jul. 

February 

Feb. 

August 

Aug. 

March 

Mar. 

September 

Sept. 

April 

Apr. 

October 

Oct. 

May 

May. 

November 

Nov. 

June 

Jun. 

December 

Dec. 

SUMMARY. 

Memorize : 

The  names  of  the  months  should  begin  with  a  Capital  letter,  and 
when  the  name  of  a  month  is  shortened  it  should  be  followed  by  a 
period. 


Lesson  57. 
Dates. 


January  18,  1887. 
Jan.  18,  1887. 


December  11,  1855. 
Dec.  11,  1855. 


•  Write  these  dates  in  proper  form^  using  capitals,  periods, 
and  commas  correctly: 

1.  1886,  Christmas. 

2.  The  15th  of  July,  1436. 

3.  The  year  1864,  first  day  of 

October. 

4.  The  next  Admission-day. 

5.  Your  last  birthday. 


6.  February  the  twenty- 

second,  1855. 

7.  Decoration-day,  1888. 

8.  To-day. 

9.  Last  Sunday. 

10.  The  next  holiday. 


WRITING  FROM  PICTURES.  47 

SUMMARY. 


Memorize: 


A  date  has  two  parts  :  the  day  of  the  month,  and  the  number  of  the 
year. 

A  comma  separates  the  parts  of  a  date,  and  a  period  is  placed  at 
the  end. 


Lesson  58. 
Story. 


Write  three  paragraphs  about  this  picture,  using  the  hints 
given  below. 

The  Hunter. 

1.  picture      man      boat      seal      cake      ice 

man      spear      hand      throw      seal      soon       near 
enough 

2.  seal    queer     around     head     like     dog     body    fish 
it     lives     most     time      water     likes      crawl      ice 

sleep      sun 

3.  man     hunts      seal     chiefly     fur     although      flesh 
good      food 

fur      made      capes      cloaks      costly 

4r-LL 


48  exercises  in  lang  ua ge. 

Lesson  59. 

Titles  of  Persons. 

A  title  is  a  term  used  as  a  mark  of  respect  in  speaking 
or  writing  the  name  of  a  person. 
The  titles  most  in  use  are: 

Mister,  written  Mr.  before  the  name  of  a  man. 

Master,  written  Master  before  the  name  of  a  boy. 

Mistress  or  Missis,  written  Mrs.  before  the  name  of  a 
married  woman. 

Miss,  written  Miss  before  the  name  of  an  unmarried 
woman,  or  before  the  name  of  a  girl. 

Doctor,  written  Dr.  before  the  name  of  a  physician. 

Sir  addressing  a  man,  and  Madam  addressing  a  woman. 

Which  of  these  titles  are  shortened  when  written  ? 
What  mark  is  always  placed  after  a  shortened  word? 
What  other  titles  do  you  know  ? 
Ask  your  teacher  how  to  write  them. 

WRITTEN     EXERCISE. 

Write  a  title  properly  before  each  oj  these  names: 

1 .  Collins  sends  her  little  girl  to  this  school. 

2.  When  Willie  was  sick  we  sent  for West. 

3.  Black  and Adams  are  carpenters. 

4.  Summers  teaches  the  primary  class. 

5.  Frank  Day  has  a  new  Shetland  pony. 

6.  Write  two  sentences,  each  containing  a  title. 


Lesson  60. 

A  Letter. 

Copy  this  letter,  noticing  carefully  where  and  how  each 
part  is  written: 


LETTER  WRITING.  49 


«2^  '^J^na^^d, 


T 


Lesson  61. 
Dictation  Lesson. 

[Teacher  may  let  pupils  study  this  lesson  before  dictating,  that 
they  may  be  able  to  use  Capital  letters  and  punctuation  marks  cor- 
rectly.] 

1.  Little  girl,  where  do  you  go  to  school, 

And  where  do  you  go,  little  girl? 
Over  the  grass  from  dawn  till  dark, 
Your  feet  are  in  a  whirl. 

2.  You  and  the  cat  jump  here  and  there, 

You  and  the  robin  sing; 
But  what  do  you  know  in  a  spelling  book? 
Have  you  ever  learned  anything? 


50  exercises  in  language. 

Lesson  62. 

Choice  of  Words. 

I    me  he     him  she     her 

We  should  say: 

It  is  I,  not  it  is  me.  It  was  I,  not  it  was  me. 

It  is  he,  not  it  is  him.  It  was  he,  not  it  was  him. 

It  is  she,  not  it  is  her.  It  was  she,  not  it  was  her. 

Answer  each  of  the  following  questions  with  one  of  the  above 
sentences: 

1.  Who  broke  my  slate? 

2.  Is  that  Grace  Lowe  ? 

3.  Was  Mr.  Gray  the  man  who  was  hurt? 

4.  Did  you  say  that  the  cat  caught  my  birds? 

5.  Who  is  knocking? 

6.  Who  is  making  that  noise? 

7.  Was  it  Carl  or  Ida  who  whispered? 

8.  Who  took  my  pen  ? 

9.  Who  is  singing? 


Lesson  63. 

WRITTEN     EXERCISE. 

Fill  the  blanks  with  I,  he,  or  she. 

1.  I  thought  it  was who  passed. 

2.  How  I  wish  I  were . 

3.  I  do  not  think  it  was who  stole  my  knife. 

4.  Is  that  you,  Mabel?    Yes,  it  is . 

5.  I  think  it  was . 

6.  No,  it  was  not . 


Lesson  64. 
Letter. 
Copy  this  letter,  filling  the  blanks  with  the  following  items: 


LETTER  WRITING.  51 

Clarence  L.  King;  Dear  Mother;  Mrs.  C.  T.  Banks, 
Sacramento,  CaL;  Your  affectionate  son;  Santa  Cruz, 
Cal.;  July  19,  1887;       o'clock. 


Addie  and  I  are  having  a  fine  visit  and  enjoy 
every  moment  of  the  day.  There  are  so  many  new  sights 
that  we  have  not  time  to  describe  them  all. 

Yesterday  Uncle  took  us  for  a  sail.  We  went  far  out  on 
the  bay,  but  were  not  at  all  seasick. 

Every  morning  at  eleven we  go  down  to  the  beach 

to  see  the  bathers.  It  is  very  funny  when  a  big  wave  rolls 
in  among  them. 

We  start  for  home  next  Monday,  and  hope  to  find  you 
all  well. 


Lesson  65. 

Combine  these  sentences^  using  one  of  the  following  words 
in  each  sentence:  that,  who,  which. 

Example : 

1.  The  boy  ate  cherries. 
The  cherries  were  green. 
The  boy  is  sick. 

.    (Combined)    The  boy  who  ate  the  green  cherries  is  sick. 

2.  The  fox  was  caught. 
The  fox  killed  a  rabbit. 
The  rabbit  was  Eddie's, 


52  '  EXERCISES  IN  LANGUAGE. 

3.  The  chair  was  mended. 
The  chair  had  a  broken  leg. 
The  chair  was  old. 

4.  That  book  is  new. 

That  book  is  on  the  table. 
That  book  is  mine. 

5.  My  apron  is  torn. 
My  apron  is  pink. 
Grandma  gave  me  the  apron. 

6.  Oakland  is  a  beautiful  city. 
Oakland  is  near  San  Francisco. 


Lesson  66. 
Story  from  Poem. 


Puss   AND  THE  TuRTLE. 

[Have  pupils  read  this  poem  carefully,  after  which  let  them 
write  the  story,  answering  the  questions  at  the  end  of  the  lesson.] 

Pussy  cat  out  for  an  airing  one  day, 
Was  creeping  along  in  her  soft  sly  way, 
When  down  near  the  garden  wall  she  found 
A  turtle  waddling  along  on  the  ground. 


STORY  FROM  POEM. 


53 


Puss  put  up  her  back,  and  her  tail  grew  big; 

She  spat  at  the  creature  and  gave  him  a  dig. 

The  turtle  withdrew  himself  into  his  shell, 

Puss  stared  in  amazement,  and  then  she  said:  "Well, 

What  in  the  world  is  this  creature  about? 

I  feel  it  my  duty  to  try  to  find  out." 

She  patted  the  shell,  but  the  turtle  kept  still, 

She  picked  it,  and  clawed  it,  and  scratched  with  a  will. 


all  of  a  sudden  she  gave  a  loud  yell, 
turtle  had  seized  her  fore  paw 
'neath  his  shell. 

She  kicked,  scratched, 
and  wriggled, 
and  howling 
with  pain; 
She  hissed  at  her 
captor  again  and 
again. 


She  danced  him  up 
here,  and  she  danced 
him  down  there, 

'T  was  a  comical  dance 
and  a  comical  pair, 

Till  puss  all  uncon- 
scious what  pathway 
she  took, 

Suddenly        landed 
them  both  in  the 

brook. 


54 


EXERCISES  IN  LANGUAGE. 


-^^';  Ha!  ha!"  laughed 
^^A    the  turtle,  "Now, 
^  /  -    Puss,    you     are 
free, 
You've   landed 
me  just  where 
I   wanted    to 
be; 
And  now  let  me 
whisper     one 
word  in  your 
ear, 

'Tis  safer  to  mind  your  own  business,  my  dear." 

—  Youth's  Companion. 

Write  the  answers  to  these  questions  in  the  form  of  a  story. 
Combine  the  answers  that  fit  together  well. 

'  What  was  pussy  doing  ? 
What  did  she  find? 
Paragraph  1.  ]  Where  did  she  find  it? 

What  did  pussy  then  do? 
^  What  did  the  turtle  do? 

r  What  did  pussy  think  ? 
Paragraph  2.  \  How   did   she  try  to  find  out  what  the 
t         turtle  was  doing  ? 

Why  did  pussy  yell? 
What  else  did  she  do? 
How  did  they  look  ? 
Where  did  puss  fall? 
^ How  came  she  to  do  so? 

f  How  did  the  turtle  feel  ? 
!why? 

What  did  he  do? 
[What  did  he  say  to  Puss? 


Paragraph  3. 


Paragraph  4. 


I  like 


Like 

potatoes, 
pudding, 
picnics, 
to  play  ball. 
^  stories. 


LIKE-LOVE. 

Lesson  67. 
Choice  of  Words. 


I  love 


55 


Love 

fmy  mother, 
my  friends, 
my  home, 
my  schoolmates, 
my  teacher. 


Name  jive  persons  whom  you  love. 

Name  five  things  that  you  like. 

Fill  these  blanks  correctly  with  like  or  love : 

1.  Children, each  other. 

2.  I  do cherries. 

3.  We to  sail  on  the  river. 

4.  Every  American  child  should his  country. 

5.  I to  go  to  school. 

6.  Does  little  Maude her  cousin  Ruth? 


7.  Joe  and  Teddy 

8.  Oh,  how  I  do  - 

Memorize: 


—  their  father, 
candy! 
SUMMARY. 


To  like  means  to  be  pleased  with,  to  enjoy. 
To  love  means  to  have  an  affection  for. 
Do  not  say  love  when  you  mean  like. 


Lesson  68. 

Letter. 

Fill  the  blanks  in  this  letter,  which  is  written  by  Master 
Frank  Strong  to  his  classmate,  Andrew  Walton.  Frank  is 
spending  the  month  of  July^  1887,  in  Jackson,  Cal.;  Andrew 
lives  at  Lodi,  Cal: 


56 


EXERCISES  IN  LANGUAGE. 


M€  ^ea/  mat/.?     j^/  //^  /m€/  m/iw/i  €ii£  /e^i/  /oi  /imi/ 


Lesson  69. 
Apostrophe  and  8. 

1.  Jane  doll.  2.  Jane's  doll. 

What  is  added  to  Jane  in  number  two? 
What  does  it  mean  now? 

1.  Felix  pony.  2.  Felix's  pony. 

What  shows  you  whose  pony  it  is  ? 

Change  each  of  the  following  so  that  we  may  know  who  is 
the  owner: 

1.  James  dog.  4.  children  pet. 

2.  boy  top.  5.  fox  tail. 

3.  man  hat.  6.  girl  slate. 

WRITTEN    EXERCISE. 

Change  these  groups  of  words  so  that  a  name  ivill  show  the 
ownership: 

1.  the  pencil  of  the  girl. 

2.  the  desk  of  the  teacher. 

3.  the  songs  of  children. 

4.  the  kindness  of  Ida, 


S  AND  APOSTROPHE.  57 


5.  the  brother  of  Irving. 

6.  the  pen  of  the  pig. 

7.  the  house  of  my  uncle.  ~ 

8.  the  sermon  of  the  minister. 

9.  the  basket  of  Laura. 

10.  the  watch  of  my  mother. 


Lesson  70. 
*S^  AND  Apostrophe. 

1  2 

boys  boys'  games 

cats  cats'  fur 

birds  birds'  house 

hens  hens'  eggs 

With  what  letter  does  each  word  in  the  first  column  end  ? 
What  is  added  to  each  to  make  it  show  ownership? 
Tell  why  we  do  not  add  an  S  also. 

SUMMARY. 
Memorize : 

To  show  ownership  or  possession  add  an  apostrophe  and  S  to  the 
name. 

If  the  name  means  more  than  one  and  already  ends  in  S,  add  an 
apostrophe  only. 


ite  sentences 

using 

these  words  to  shou 

?  ownership: 

Henry 

horses 

women 

owls 

cow 

bees 

book 

ladies 

sister 

leaves 

men 

knives 

Moses 

foxes 

58  EXERCISES  IN  LANGUAGE. 

Lesson  71. 

WRITTEiM     EXKRCISE. 

Copy  from  the  table  of  contents  in  the  Second  Reader  ten 
titles  containing  names  used  to  show  possession. 

Combine  these  sentences,  using  a  name  to  express  possession: 

1.  The  house  was  burned. 
It  belonged  to  my  father. 

2.  Edward  owns  a  horse. 
It  has  a  long  mane. 
It  has  a  long  tail. 

3.  The  canary  has  feathers. 

The  feathers  are  bright  yellow. 

4.  Mr.  Smith  has  a  store. 
It  is  on  Market  street. 
It  is  near  the  Park. 


That  boat  belongs  to  Jack. 

It  has  a  new  coat  of  white  paint. 


6.  O  here  is  a  hair  ribbon. 
It  belongs  to  Cecelia 

7.  This  hat  belongs  to  Bessie. 
It  has  just  been  brought  home. 

8.  Miss  Wilson  bought  this  book. 
Therefore  it  is  hers. 

9.  William  sleeps  in  the  store. 
His  father  owns  it. 
It  is  a  grocery  store. 

10.  Charles  lives  on  a  farm. 
Mr.  Allen  owns  the  farm. 
Charles  is  his  son. 


writing  from  pictures. 

Lesson  72. 

Story. 


59 


The  Fox  Hunt. 

Look  carefully  at  this  picture,  and  then  complete  each  para- 
graph. 

1.  In  this  picture  I  see 


2.  The  men  and  dogs  are 


3.  'These  horses 


4.  The  poor  fox  is  very  tired 


60  exercises  in  language. 

Lesson  73. 

Letter. 

Copy^  filling  blanks.      Combine  all  the  statements  in  the 
second  paragraph: 


Your  letter  was  received  last  Tuesday.  I  en- 
joyed your  account  of  the  Fourth  very  much. 

Father  has  gone  to  the  mountains.  Mother  has  gone  to 
the  mountains.  They  took  the  boys  with  them.  They 
went  to  visit  Grandfather. 

I  am  staying  with  cousin  Annie  while  they  are  away,  and 
if  you  will  come  to  visit  us,  we  will  go  to  the  sea-coast  to 
spend  a  few  days. 


Lesson  74. 

Choice  of  Words. 

oral    exerciser. 

those  these  them 

1.  Say  something  about  your  fingers  and  use  the  word 
these. 

2.  Speak  of  your  books  using  the  word  these. 

3.  Speak  of  the  books  in  the  library  and  use  the  word 
those. 

4.  When  you  use  the  word  these,  are  the  things  spoken 
of  near  you  or  at  a  distance?  When  you  use  the  word 
those? 

6.  Make  a  statement  using  the  word  them. 


ASKING  AND  GIVING  PERMISSION  61 

6.  Look  out  of  the  window  and  use  those  in  telling  about 
something  that  you  see. 

7.  Use  them  in  asking  a  question  about  the  same  things. 

8.  Make  a  sentence  beginning  with  these. 

9.  Use  those  and  horses  in  asking  a  question. 

10.  Say  something  about  dogs  beginning  with  these. 

11.  Make  a  sentence  using  both  them  and  those. 

12.  Ask  a  question  using  both  them  and  those. 


Lesson  75. 

WRITT3SN     EXERCISE. 

Tfn^e  </ie  sentences  that  you  made  in  the  last  lesson. 


Lesson  76. 
Choice  of  Words. 

HOW  TO   ASK   AND   GIVE  PERMISSION. 

1.  Clara,  may  I  take  your  book? 

2.  May  we  have  some  apples,  mother? 

3.  May  I  look  at  your  knife,  John? 

What  word  is  used  in  making  each  request? 
Answer  each  request  and  use  the  same  word. 

Rearrange  the  folloiving  questions  so  as  to  make  them  ask 
permission,  and  supply  an  attention  word  in  each. 
Example : 

1.  Can  I  have  my  new  picture  book? 
(Rearranged)  Mother,  may  I  have  my  new  picture  book? 

2.  Can  Hal  carry  your  parasol? 

3.  Shall  we  cross  the  creek  on  that  plank  ? 

4.  Will  your  sister  come  to  our  party  ? 

5.  Can  Jennie  lift  the  basket? 

6.  Must  we  pick  the  cherries  ? 

8.  Can  we  climb  that  steep  hill? 


62  EXERCISES  IN  LANGUAGE. 

Lesson  77. 

Place  words  before  the  following  groups  so  as  to  maJce  each 
ask  permission: 


1. 

2. 
3. 

go  to  the  picnic  ? 
buy  some  new  tops? 
sit  with  Sarah  ? 

4. 

eat  lunch  in  the  school-room  ? 

5. 

have  some  cream  on  my  berries? 

6. 

7. 
8. 

help  wash  the  dishes  ? 
get  a  drink  ? 
go  to  see  Eva  ? 

9. 

10. 

put  my  hat  in  your  trunk  ? 
take  our  dolls  with  us  ? 

Write  an  answer  to  each  of  the  above. 

SUMMARY. 
Memorize : 

Use  MAT  in  asking  or  giving  permission. 

In  making  or  granting  a  request,  use  tlie  name  of  the  person  to 
whom  you  are  speaking. 


Lesson  78. 

Choice  of  Words. 

sit  .  set 

1.  I  sit  on  the  chair. 

2.  I  sit  on  the  sofa. 

3.  I  set  the  basket  on  the  chair. 

4.  I  set  the  child  on  the  sofa. 

In  the  third  and  fourth  sentences  use  put,  or  place,  instead 
of  set. 

See  if  you  can  use  put,  or  place,  in  the  first  and  second  sen- 
tences. 


LETTER  WRITING.  63 


What  did  I  set  on  the  chair? 
What  did  I  set  on  the  sofa  ? 


SUMMARY. 
Memorize : 

We  use  set  when  we  put  or  place  something. 


Lesson  79. 
Letter  Writing. 

Learn  the  names  of  the  different  parts  of  this  letter: 

(Heading.) 

San  Jose,  Cal., 
(Salutation.)  Jan.  22,  1887. 

My  dear  Sister,  (Body  onetter.) 

School  begins  one  week  from  Monday.  Mother 
thinks  you  had  better  come  home  next  Thursday,  so  that  you 
may  have  a  few  days  to  rest.        (Subscription.) 

Your  loving  cousin, 
(Inside  Address.)  Emma  WilHams. 

Miss  Susie  Williams, 
Hollister, 
Cal. 


Lesson  80. 
Letter  Writing. 
I.  The  parts  of  a  simple  heading  are: 

1.  Name  of  town.  3.  Day  of  month. 

2.  Name  of  state.  4.  Year. 

Separate  the  parts  of  a  heading  by  commas,  and  end  the 
heading  with  a  period. 

5— LL 


64  EXERCISES  IN  LANGUAGE. 

Example :  i,  ^ 

Santa  Barbara,  Cal., 

3.  4. 

June  10,  1887. 
II.  In  cities  the  heading  consists  of: 

1.  Number  and  street.        4.  Day  of  month. 

2.  Name  of  city.  5.  Year. 

3.  Name  of  state.- 

The  heading  of  a  letter  should  show  where  to  address 
the  answer. 

Make  a  heading  of  each  of  the  following: 

1.  1885,  Chicago,  June  29,  111.,  166  Tyler  St. 

2.  Stockton,  56  Main  St.,  Cal.,  December  8,  1880. 

3.  Oregon,  Portland,  364  Market  St.,  1887,  July  4. 

4.  1886,  Fresno  City,  November  18,  Cal. 

5.  Chico,  1887,  January  10,  Cal. 


Lesson  81. 

WRJTTEN     EXERCISE. 

sit  is  sitting  set  is  setting 

Combine  each  of  the  above  words  in  turn  with  each  of  the 
following  groups  of  words  in  making  a  statement: 

1.  under  the  tree.  6.  in  the  cupboard. 

2.  beside  the  pump.  7.  by  the  stove. 

3.  on  the  bed.  8.  near  a  fence. 

4.  under  the  table.  9.  behind  the  barn. 

5.  near  my  sister.  10.  between  the  boys. 

Supply  sit  or  set  properly  in  the  following  sentences: 

1.  Jennie  may with  me. 

2.  The  girl the  dishes  on  the  table. 

3.  Will  you by  the  window,  Sue? 


WRITING  FROM  PICTURES.  65 

4.  Take  off  your  hat,  Lewis,  and down. 

5.  George, your  pail  on  the  shelf,  and down 

by  me. 

6.  The  cat  likes  to in  Carrie's  lap. 

7.  Lou,  do  you  wish  to on  the  front  seat? 


Lesson  82. 
Writing  a  Story. 


^"^jlgpnHf^pSS'Sii?" 


The  Stage  Coach. 

1.  In  paragraph  one,  tell  what  you  see  in  this  picture. 

2.  In  paragraph  two,  tell  what  these  children  are  doing, 
and  what  they  have  used  for  a  stage  and  horses. 


66  EXERCISES  IN  LANGUAGE. 

3.  In  paragraph  three,  tell  who  is  driver,  how  many  pas- 
sengers there  are,  and  where  they  are  going. 

4.  In  paragraph  four,  tell  what  accident  happened  on  the 
way. 

Lesson  83. 
Choice  of  Words. 

ORAIy     EXERCISE. 

Marion  and  I  will  go  with  you. 

Father,  mother,  and  I  walked  five  miles. 

He  and  I  played  a  game  of  marbles. 

In  speaking  of  yourself  with  others,  mention  yourself  last. 

Fill  the  blanks  with  I  and  one  of  these  words:  he,  she, 
they. 

1.  May and have  the  book,  Lois? 

2.  Shall and go  to  the  store  now,  father  ? 

3.  and are  just  eight  years  old  to-day. 

4.  and have  learned  a  new  song. 

5.  Who  will  help  me?    and will. 

Use  I  with  each  of  the  following  groups,  and  supply  words 
enough  to  make  good  sentences: 

1.  May  sister  enjoyed. 

2.  Cousin  Andrew  Joe   invented. 

3.  Uncle  aunt  were  invited. 

4.  Father  mother  baby  are  going. 

5.  You  he  have  permission. 


Lesson  84. 

^?VRI'^TElsr   exercise. 

Following  directions  given  in  the  last  lesson,  write  ten  sen- 
tences speaking  of  yourself  and  others. 


COMBINING  statements:  67 

Lesson  85. 

Combining  Statements. 
written  exkroise. 

Use  one  of  the  following  words  in  joining  into  one  sentence 
each  of  these  pairs  of  statements: 

but,  because,  although,         -    if. 

Example : 

1.  Jessie  went  to  school  this  morning. 
The  rain  was  faUing  in  torrents. 

(Joined)    Jessie  went  to  school  this  morning,  although  the  rain 
was  falling  in  torrents. 

2.  Susie  went  to  the  fair  with  her  mother. 
Anna  went  to  visit  her  cousin  Ella.   - 

3.  Mrs.  Allen  sent  for  the  doctor. 

Mrs.  Allen's  little  daughter  was  very  sick. 

4.  Walter  and  James  will  go  to  the  picnic. 

Their  father  will  let  them  have  the  horse  and  buggy. 

5.  Ella  likes  to  study. 

Her  sister  Florence  had  much  rather  play. 

6.  The  men  finished  cutting  the  hay. 
The  men  were  all  very  tired. 

7.  The  dog  will  not  hurt  the  children. 
The  children  treat  the  dog  kindly. 


Lesson  86. 

Letter  Writing. 

Read  these  salutations,  noticing  how  they  are  written. 

Dear  Mother;  My  dear  Friend;  Friend  George;  My  dear 
Miss  Walsh;  Dear  Ella. 

What  good  salutations  can  you  give  in  writing  a  letter  to 


68  EXERCISES  IN  LANGUAGE. 

an  uncle?  a  friend?  a  cousin?  your  brother?  a  married 
lady?  an  unmarried  lady?  a  gentleman? 

Forms  of  Subscriptions. 

Your  aflfectionate  daughter, 

Minnie  Stone. 

Your  friend, 
(or)  Your  sincere  friend, 

Willie  Brown. 

Your  loving  pupil, 

Cornie  Eaton. 

Think  of  some  other  ways  of  writing  subscriptions. 


Lesson  87. 

Choice  op  Words. 

oral    exercise. 

teach  learn 

Our  teacher's  name  is  Miss . 

Miss teaches  us  to  write. 

She  teaches  us  to  read. 
She  teaches  us  to  spell. 

We  learn  to  write. 
We  learn  to  read. 
We  learn  to  spell. 

I  can  learn  to  sew  and  sing. 
My  mother  teaches  me  to  sew. 
My  sister  teaches  me  to  sing. 
My  dog,  Carlo,  can  learn  tricks. 
I  teach  him  many  tricks. 


SUMMARY. 
Memorize : 


To  teach  means  to  give  Instruction. 


TEACH— LEARN.  69 

To  learn  means  to  receive  instruction. 
Do  not  use  learn  when  you  mean  teacli. 

Supply  teach,  teaches,  learn,  learns. 

1.  Will  you me  to  swim? 

2.  I  will you,  because  you so  quickly. 

3.  My  cousin  will me  to  sew  on  the  machine. 

4.  Mattie pretty  stories,  and them  to  her  little 

brother. 

5.  Fal his  dog  to  carry  a  basket. 


Lesson  88. 

WRITTKN     EXERCISER. 

1.  Make  three  statements,  telling  what  you  can  teach  a 
dog  to  do. 

2.  Make  five  statements,  telling  what  you  can  teach  a 
horse  to  do. 

3.  Tell  five  things  that  you  learn  at  school. 

4.  Tell  five  things  that  you  would  like  to  learn. 

5.  Write  two  sentences,  using  both  teach  and  learn  in 
each. 


Lesson  89. 

Quotation  Marks. 
Said  the  first  little  chicken, 


With  a  queer  little  squirm, 
"  I  wish  I  could  find 
A  fat  little  worm." 

Said  the  next  little  chicken. 
With  an  odd  little  shrug, 
"  I  wish  I  could  find 
A  fat  little  bug." 


70  EXERCISES  IN  LANGUAGE. 

Said  the  third  little  chicken, 
With  a  sharp  little  squeal, 
"  I  wish  I  could  find 

Some  nice  yellow  meal." 

Said  the  fourth  little  chicken, 
With  a  small  sigh  of  grief, 
"  I  wish  I  could  find 
A  little  green  leaf." 

"  See  here,"  said  the  mother. 
From  the  green  garden-patch, 

"  If  you  want  any  breakfast, 
Just  come  here  and  scratch." 

Read  the  first  four  lines  of  this  poem. 

Read  what  the  little  chicken  said. 

Look  carefully  at  the  marks  before  and  after  these  words. 

Tell  me  how  to  make  the  marks  before  I. 

Tell  me  how  to  make  the  marks  after  worm. 

How  do  they  differ  from  each  other? 

Find  the  same  marks  in  the  next  four  lines. 

Look  closely  at  each  stanza  in  the  poem. 

What  are  the  exact  words  the  mother  said  ? 

What  marks  inclose  the  words  ? 

Why  do  you  think  the  marks  are  used  ? 

SUMMARY. 
Memorize : 

Wlien  the  exact  words  of  some  one  are  used  they  are  called  a 
QUOTATION. 

The  marks  used  to  inclose  a  quotation  are  called  Quotation  marks. 


Lesson  90. 

WRITTEN     EXERCISE. 

Copy  the  following  lesson  very  carefully  and  read  each  quo- 
tation by  itself f  in  class: 


QUOTATIONS.  71 

1.  Said  one  little  chick,  "  That  belongs  to  me." 

2.  Said  chick  number  two,  "  We  '11  see,  we  '11  see." 

3.  "  Libby,  here  is  your  book,"  said  Amy. 

4.  "  Thank  you,  Amy,"  replied  Libby. 

5.  "  May  we  fish  in  the  creek,  mother? "  asked  Cora. 

6.  "  Lucy,  come  away  from  that  dog! "  shouted  Jack. 

7.  The  frost  looked  forth  one  still  clear  night 
And  whispered,  "  Now  I  shall  be  out  of  sight." 

8.  He  exclaimed,  "Merry  Christmas  to  all!" 

9.  "  Thanks  to  the  sunshine,  thanks  to  the  rain," 
Murmured  the  little  white  lily  again. 


Lesson  91. 
Story. 

ORAIv     EXERCISER, 

"Umbrellas  to  Mend!" 

* 

[Have  pupils  carefully  read  the  questions  and  directions  at  the 
end  of  the  lesson  before  filling  the  blanks,  or  the  teacher  may  ask 
these  or  similar  questions  in  order  to  lead  pupils  to  do  the  work.] 

1.  "Umbrellas  to  mend! !     any  


2.  "  This  is  a  queer  time  to  be ,"  said  mamma. 

She  was  just  going  to  the  window  to  look  out,  when  Hatty 
said,  "  Why,  mother,  that  is ." 

3.  These  children  had  planned  that  one  of  them  should 
think  of  a  game  for  each  day.  To-day  is  Sam's  day,  and 
he  is  playing  that  he  is  an  umbrella  man.  He  has  on  his 
father's  overcoat  and  tall  hat,  and  carries  a  great  load  of 
old  umbrellas. 

4.  "  Where  did  the  boy  get ?"  exclaimed  Aunt  Sue. 

5.  Hatty  hurried  to  get  her  umbrella  and  open  it.  The 
broken  rib  stuck  up  as  if  trying  to  say,  " 


72  EXERCISES  IN  LANGUAGE. 

6.  " ?"she 

asked.     " ,"  replied  the 

umbrella  man. 

7.  The  children  had  fine  fun.  Baby  looked  on  with 
wondering  eyes.  He  could  not  quite  understand  what  it 
was  all  about. 

Read  what,  is  given  in  paragraphs  one,  two,  and  three. 

Who  said  "  Umbrellas  to  mend  ?" 

Finish  what  he  said. 

What  do  we  call  paragraph  one? 

How  should  it  be  marked  ? 

Where  was  the  mother  going  ?  Why  do  you  think  she 
was  going?  What  did  she  say?  Why  do  you  think  she 
said  this? 

What  had  these  children  planned  ?  What  is  Sam  doing  ? 
What  did  Hatty  tell  her  mother?  Give  me  Hatty's  exact 
words,  so  that  I  can  write  the  quotation. 

Tell  me  the  part  of  the  story  told  in  these  three  para- 
graphs, using  your  own  language.  Tell  it  again,  just  as  it 
is  to  be  written  here. 

Complete  aunt  Sue's  quotation  in  paragraph  four. 

Read  paragraph  five. 

Tell  what  Hatty  did. 

What  do  you  think  the  broken  rib  was  trying  to  say? 

Give  the  first  quotation  in  paragraph  six.  Give  the 
second. 

Read  the  whole  story,  supplying  all  the  quotations. 


Lesson  92. 

W^RITT'ElSr     EXERCISE. 


Write  the  story  given  in  the  last  lesson,  filling  out  the  quo- 
tations properly. 


sentence  building.  73 

Lesson  93. 

Sentence  Building. 
Complete  these  sentences : 

1.  The  horse  could  not  draw  the  load,  because 

2.  Anna  did  not  break  her  doll,  hut 

3.  My  uncle  went  to  San  Francisco,  because     .... 

4.  Boys  like  tops  and  marbles,  but 

5.  The  cattle  crossed  the  stream,  although 

6.  A  cat  caught  my  bird,  although 

7.  Plants  grow  very  rapidly,  if 

8.  I  think  that  Emma  will  receive  a  new  book  Christ- 
mas, if 

9.  You  may  play  with  my  kite,  Fred,  but 

10.  Will  you  lend  me  your  knife,  if 

11.  William  rolled  his  ball  under  the  sidewalk,  anc?  .     . 

12.  Little  Henry  cut  his  finger,  yet 

13.  The  horse  ran  as  if 

14.  Since ,  he  can  go  a  fishing. 

15.  John  has  done  his  work,  therefore 

16.  It  is  further  to  Ogden  than 

17.  Lift  your  foot  so  as 


Lesson  94. 
Letter  Writing. 

THE   ADDRESS. 


1.  The  address  consists  of 


1.  Name  of  Person. 

2.  No.  and  Street  (if  in  a  city) , 

3.  Town. 

4.  State. 


The  address  is  written  twice;  once  on  the  envelope  and 
once  at  the  end  of  the  letter. 


74  EXERCISES  IN  LANGUAGE. 

Notice  carefully  the  arrangement  of  the  examples  given. 


(To  a  country  address.) 


Mrs.C.  H.  Gordon, 

Plainview, 
Rock  Co., 

Wisconsin. 


Box  108. 


(To  a  city  address.) 


Miss  Alice  Cary, 
.1189  Fifth  Ave., 
New  York, 
N.  Y. 


LIE- LAY.  75 

WRITTEN    EXERCISE. 

Draw  envelopes  on  paper  and  address  them  to : 

1.  Your  teacher.  2.  Your  father.  3.  A  boy. 

4.  A  young  lady  friend.  5.  A  physician. 


Lesson  95. 

Word  Pictures. 

written   exercise. 

Read  this  stanza,  then  describe,  in  your  own  words,  the 
picture  you  have  in  your  mind  of  "  Old  Santa  Claus.^^ 

He  was  dressed  all  in  fur  from  his  head  to  his  foot, 
And  his  clothes  were  all  tarnished  with  ashes  and  soot. 
His  eyes,  how  they  twinkled!  his  dimples,  how  merry! 
His  cheeks  were  like  roses,  his  nose  like  a  cherry. 
His  droll  little  mouth  was  drawn  up  like  a  bow. 
And  the  beard  on  his  chin  was  as  white  as  the  snow. 

— Clement  C.  Moore. 


Lesson  96. 

Choice  of  Words. 
lie  lies  lay  lying  lain 

Memorize : 

Lie  means  to  recline. 

1.  Hie  on  the  lounge. 

2.  John  lies  on  the  grass. 

3.  Tray  lay  on  the  porch  in  the  sun. 

4.  The  boys  are  lying  undeT  the  tree. 

5.  The  sick  girl  has  lain  in  bed  a  month. 

Make  a  sentence  of  each  of  the  following  groups  of  words, 
supplying  as  many  more  words  as  you  choose  : 

1.  Edgar        Bruno        lie        rug 

2.  Cora        lies        abed        nine 

3.  cat        lying        hearth        fire 


76  EXERCISES  IN  LANGUAGE. 

4.  look        has  lain        table        week 

5.  Jessie        tired        lay        sofa 

Make  five  sentences^  using  lie,  lies,  lay,  lying,  lain. 


Lesson  97. 

Choice  of  Words. 

lay  lays  laying  laid 

Memorize : 

Lay  means  to  put^  or  place. 

Lay  the  book  on  the  table,  Helen. 

She  lays  her  hat  on  the  chair. 

Tom  was  laying  boards  on  the  walk. 

Those  children  laid  their  slates  on  the  ground. 

Make  four  sentences^  using  the  words  at  the  head  of  this 


Copy,  choosing  the  correct  word : 

fLayl 
1-  ^  or    [  the  book  on  the  table,  Carrie. 
I  Lie  J 

f  lying  1 

2.  Your  knife  is  ^     or      >  on  the  dictionary. 

Haying  J 

riiel 

3.  I  am  so  tired  that  I  must  ]  or  [►  down. 

llayJ 

■     f  ^^®  1  your  shawl  on  the  table   [  ^^^  1  ^ 

4.  s    or    ^  1  s    or    V  down  to  rest. 

I  Lay  J  I  lie  J 


C  Lie  ^  r  lie  1 

^   or    [•  the  rug  on  the  hearth  before  you  ]  or  ^ 
iLayJ  UayJ 


LIE— LAY.  77 

riayj 

6.  She  ]    or  ^  the  book  on  the  desk. 

I  laid  J 

flayl 

7.  Where  did  you  ^  or  r  niy  music  ? 

UieJ 

[  laid  1 

8.  Who  has  j    or    ^  on  my  bed  ? 

[lain  j 

fLaying^  flaidj  ^^  ^^^^j^    ^^    ^^^^ 

9.j      or        down  to  sleep  I      or  ^^^^^^ 

I  Lying   J  Hay  J 

Lesson  98. 

Letter  Writing. 

Rewrite  and  arrange  in  proper  form, 

65  Montgomery  Street  San  Francisco  California  May  14 
1886  My  dear  Cousin  The  pretty  hood  you  sent  me  was 
received  this  morning.  I  was  so  surprised  when  the  ex- 
pressman left  a  package  for  me  that  I  almost  forgot  to 
open  it.  Mother  says  that  your  knitting  is  unusually  even 
and  pretty.  I  shall  think  of  you  whenever  I  wear  your 
dainty  gift.  Very  gratefully,  your  cousin  Mattie  George. 
Miss  Ida  Holly,  Red  Blufif,  Cal. 


Lesson  99. 

Word  Pictures. 

Read  this  stanza,  and  then  describe  the  "  Pied  Piper*^  in 
your  own  words  as  though  you  were  looking  at  him: 

His  queer  long  coat  from  heel  to  head, 
Was  half  of  yellow  and  half  of  red; 
And  he  himself  was  tall  and  thin, 


78  EXERCISES  IN  LANGUAGE. 

With  sharp  blue  eyes  each  like  a  pin, 
And  light  loose  hair,  yet  swarthy  skin. 
No  tuft  on  cheek,  nor  beard  on  chin, 
But  lips  where  smiles  went  out  and  in. 

— Robert  Browning. 


Lesson  100. 

Choice  of  Words. 
lie  lay  sit  set 

[Teacher  performs  various  acts,  and  requires  the  pupil  to  describe 
them,  using  some  form  of  the  above  words.    For  example : 

1.  Put  a  book  on  the  table. 

2.  Take  a  seat  near  the  door. 

3.  Put  a  chair  by  the  desk,  and  take  a  seat. 

4.  Place  a  paper  on  the  floor,  and  put  the  bell  on  it. 

5.  Place  a  basket  on  the  table,  put  a  knife  in  it,  and  then  sit 
down.] 


Lesson  101. 
Story. 
Write  a  story  suggested  by  these  hints: 
The  . 

1.  Mayday, warm,  pleasant,  dewy  sunshine 

flowers  and  green  grass. 

2.  Picnic  school  children lunches three 

large  farm  wagons grove  of  oak  trees clear,  cool 

stream. 

3.  Swings games walked  in  the  woods 

gathered  wild  flowers great  many  fish. 

4.  Sun  going  down children  tired  ride  home 

happy  day. 


LETTER  WRITING.  79 

Lesson  102. 

Letter  Writing. 

Constance  Wright  having  been  -thrown  from  her  horse 
while  riding  in  the  mountains,  writes  a  letter  to  tell  her 
mother  of  the  accident. 

Write  a  letter  from  this  outline: 

1.  Who  were  in  the  party. 

2.  Where  they  were  going. 

3.  What  frightened  the  horse. 

4.  How  much  she  was  hurt. 

5.  Her  feelings  the  next  day. 

6— LL 


COMPOSITION  LESSONS. 


NOTE  TO  TEACHER. 


These  composition  lessons  may  be  given  before  the  grammar  les- 
sons in  Part  II,  or  the  grammar  and  composition  work  may  both 
be  carried  on  at  the  same  time.  In  the  latter  case  a  separate  reci- 
tation should  be  given  to  each.  If  the  composition  work  is  done 
before  taking  the  grammar  lessons,  the  subject  of  composition  should 
be  continued  in  a  more  advanced  form,  as  composition,  both  oral 
and  written,  is  the  most  practical  part  of  language  work. 

The  composition  lessons  are  presented  under  three  divisions — aim' 
pie  descriptive,  simple  narrative,  and  simple  imaginative.  Each 
teacher  should  add  to  the  work  as  the  class  may  need,  until  the 
pupils  are  able  to  think,  speak,  and  write  fluently  in  good  English. 

The  teacher  should  question  the  pupils  upon  the  subject,  and 
draw  from  them  the  points  given  in  the  outlines.  After  a  thorough 
oral  discussion  of  the  lesson  the  outline  should  be  given  to  the 
pupils  as  an  assistance  to  the  memory  in  writing. 

The  teacher  should  use  pictures,  stories,  and  anything  else  that 
will  make  the  lessons  attractive.  Use  every  device  possible  that 
will  help  to  cultivate  the  pupil's  power  of  expression. 


COMPOSITION    LESSONS. 


Introduction 


Lesson  1. 

Descriptive  Composition. 

Write  a  description  of  your  schoolhouse  from  the  following 
outline: 

Our  Schoolhouse- 

r  General  appearance. 
J  General  surroundings. 

I  General  location,  i  ^^^^• 

I  County. 
r  Size. 
Material  of  which  it  is  made. 
Color. 
Number  of  rooms. 

j'  Size. 
Yard,  -l  Divisions. 

l^  Kind  of  fence. 
View  from  schoolhouse. 
f  Size.    Doors. 
I  Kooms.    \  Shape.     Color  of  wall. 

[  Windows.    Decorations. 
Conclusion :  Personal  opinion  in  regard  to  our  schoolhouse. 


Body  of  com 
position. 


Lesson  2. 

Write  a  description  suggested  by  the  following  outline: 

The  Elephant. 

Introduction      /  ^^^®  ^^  compared  with  other  animals. 
*  *  (  Native  climate. 

General   appear- (Size.        Color, 
ance   .     .     .    .(^ Shape.    Locomotion. 
fBody. 

Parts     .     .     .     .    Head  1^5^®^'     ^^^*^- 
I  (Ears.     Trunk. 

[Legs.    Feet.    Tail. 
^  Habits.    Where  seen  by  us. 
Conclusion :  Anecdote  of  some  elephant. 


Body  of  cornpo- 
sition    .    .    . 


84  •     composition  lessons. 

Lesson  3. 

Bead  "  The  Kinghird,^^  on  page  167  of  the  Second  Reader 
of  the  State  Series^  then  write  the  description  from  the  follow- 
ing outline: 

The  Kingbird. 

Introduction .  .{"^^^^  ^^^^  ^°«^^-  ^     . 

(Number  as  compared  with  other  birds. 

'  General  appearance. 
Color  of  breast. 
Color  of  back. 
Most  resembles  what  bird. 
Body  ....-{  Size. 
Voice. 

Why  called  a  kingbird. 
Why  he  is  so  powerful. 
How  he  sometimes  rides  through  the  air. 

Conclusion :  Usefulness  of  kingbird  to  farmers. 


Lesson  4. 

The  House  in  the  Meadow. 

It  stands  in  a  sunny  meadow, 
The  house  so  mossy  and  brown, 

With  its  cumbrous  old  stone  chimneys, 
And  the  gray  roof  sloping  down. 

The  trees  fold  their  green  arms  around  it- 

The  trees  a  century  old — 
And  the  winds  go  chanting  through  them, 

And  the  sunbeams  drop  their  gold. 

The  cowslips  spring  in  the  marshes, 

The  roses  bloom  on  the  hill. 
And  beside  the  brook  in  the  pasture. 

The  herds  go  feeding  at  wUl. 


DESCRIPTIVE  COMPOSITION.  85 

From  the  following  outline  write  out  the  description  given 
by  the  preceding  poem: 

Introduction  .     .  Location  of  house.  i 

'  Color  of  house. 

Why  mossy. 

Kind  of  chimneys. 

Shape  and  color  of  roof. 

Trees. 

Wind. 

Sunshine. 

Where  the  marshes  and  hills  were. 

What  grew  there. 

Where  the  brook  was. 
t  What  is  found  there. 
Conclusion :  What  kind  of  a  house  this  is. 


Body .   . . 


Lesson  5. 

The  cowslip  startles  in  meadows  green, 

The  buttercup  catches  the  sun  in  its  chalice, 
And  there 's  never  a  leaf  nor  a  blade  too  mean 

To  be  some  happy  creature's  palace; 
The  little  bird  sits  at  his  door  in  the  sun, 

Atilt  like  a  blossom  among  the  leaves, 
And  lets  his  illumined  being  o'errun 

With  the  deluge  of  summer  he  receives. 
His  mate  feels  the  eggs  beneath  her  wings, 
And  the  heart  in  her  dumb  breast  flutters  and  sings ; 
He  sings  to  the  wide  world,  and  she  to  her  nest, — 
In  the  nice  ear  of  Nature  which  song  is  the  best? 
We  sit  in  the  warm  shade  and  feel  right  well 
How  the  sap  creeps  up  and  the  blossoms  swell ; 
We  may  shut  our  eyes,  but  we  cannot  help  knowing 
That  skies  are  clear  and  grass  is  growing ; 
The  breeze  comes  whispering  in  our  ear. 
That  dandelions  are  blossoming  near. 
That  maize  has  sprouted,  that  the  streams  are  flowing, 
That  the  river  is  bluer  than  the  sky, 
That  the  robin  is  plastering  his  house  hard  by ; 
And  if  the  breeze  keeps  the  good  news  back, 


86 


COMPOSITION  LESSONS. 


For  other  couriers  we  should  not  lack ; 

We  could  guess  it  all  by  yon  heifer's  lowing, — 

And  hark !  how  clear  bold  chanticleer, 

Warmed  with  the  new  voice  of  the  year. 
Tells  all  in  his  lusty  crowing ! — j.  e.  Lowell. 

From  the  following  outline  description  write  out  the  pre- 
ceding poem.     Give  your  story  a  title: 

Introduction  .     .  Season  of  the  year. 

The  flowers. 

What  the  birds  are  doing. 
Where  we  sit. 
Body  .   .  <j  What  we  know. 

What  the  breeze  tells. 
What  else  tells  the  same  thing. 
^  How  they  tell  it. 

Conclusion : 


Subjects  fob  Descriptive  Compositions. 


My  Home. 

One  of  My  Schoolmates. 

My  Favorite  Flower. 

A  California  Orchard. 

An  Autumn  Day. 

A  Pretty  Country  Nook. 

Ferns. 


Our  County  Seat. 

Butterflies. 

Christmas  Eve. 

The  Tramp. 

Peddlers. 

A  Vacation  Trip. 


Lesson  6. 
narrative  compositions. 

The  Owl,  the  Bat,  and  the  Bumble-bee. 

The  brown  owl  sat  on  the  caraway  tree, 

A  rufied-up,  immense  owl. 
Who  so  learned  and  wise  as  he? 

A  puffed-up,  eminent  fowl. 

A  black  bat  hung  by  a  twig  of  the  tree, 
A  blinking,  blind  old  bat; 


NARRATIVE   COMPOSITION.  87 

And  buzzing  near  was  a  bumble-bee, 
Crinkling,  yellow,  and  fat. 

"Ho,"  said  the  owl,  ''but  the  sun  is  so  bright. 

So  torrid,  blazing  away !  " 
"  Oh,"  said  the  bat,  ''for  the  shades  of  night, 

This  horrid,  dazzling  day ! " 

"Psho,"  said  the  bee,  "  if  that  is  all, 

Blundery,  bUnd  old  bat. 
Yonder 's  a  cloud  coming  up  at  your  call, — 

Thundery, — black  as  a  hat." 

"  Ah ! "  cried  the  bat  and  the  owl  together, 

"Tumbling,  great  black  cloud. 
Bring  us  some  fine,  dark,  thundery  weather, 

Rumbling  fierce  and  loud." 

Up  came  the  cloud,  flying  far  and  wide, 

Wizzardly  wierd  and  strong, — 
Brisk  little  hurricane  sitting  inside, 

Blizzardly  bowling  along. 

Off  went  the  owl  like  a  thistle-down  puff, 

Ruffled-up,  rolled  in  a  ball ! 
Off  went  the  bat  like  a  candle-snuff, 

Shuffled-up,  toes  and  all ! 

Off  went  the  twig  and  off  went  the  tree, 

Scurrying  down  to  the  ground, 
Nothing  was  left,  save  the  humble-bee. 

Worrying  thus  to  be  found. 

Yet  snug  as  a  bug  in  the  roots  of  the  tree, 
Where  he  grumbled:  "What  a  catastrophe! 

I  was  simply  thunderstruck ! "  said  he. 
"And  I  'm  sure  I  prefer  the  glare 

Of  the  hottest  day  to  that  whirling  air ! 

Such  a  draught !  I  hope  I  have  not  caught  cold ! 
But  I  know  I  was  over  and  over  rolled. 

Am  I  really  safe  and  sound? " — St.  Nicholas. 

Write  out  the  narrative  of  the  preceding  poem  from  the  fol- 
lowing outline: 


88 


COMPOSITION  LESSONS. 


Introduction  .     .  What  was  in  the  caraway  tree. 

The  owl's  and  the  bat's  complaint. 
AVhat  the  bee  said. 
The  owl's  and  the  bat's  wish. 
The  coming  of  the  cloud. 
What  the  cloud  contained. 
Fate  of  the  owl  and  the  bat. 
Where  the  bee  was. 
The  bee's  fright  and  what  he  said. 
Conclusion :  Lesson  taught  by  the  story. 


Body. 


Lesson  7. 

Write  a  narrative  from  the  following  outline: 
Dick  Whittington's  Cat. 

(Poor  boy  named  Dick  Whittington. 
No  parents. 
(^  Almshouse. 

Hears  London  streets  are  paved  with  gold. 
Reaches  there  disappointed,  freezing,  starving. 
Kind  man  takes  him  home. 
Dick  is  put  in  charge  of  cook. 
Cook  is  cruel. 

'  Sleeps  in  garret  filled  with  mice. 

Beaten  by  cook. 
Dick's  trials,  i  Hard,  dirty  work. 

Not  enough  to  eat. 

SuflFers  from  cold. 
Dick  runs  away. 

Bow  bells  ring,  and  seem  to  keep  saying,  "Turn 
again,  turn  again,  thrice  Mayor  of  London." 
Dick  returns. 

Receives  a  penny  for  blacking  a  guest's  shoes. 
Buys  a  cat. 

Takes  cat  to  garret,  and  is  freed  from  mice. 
Master  sends  ship  to  foreign  ports. 
Each  servant  sends  something  to  sell,  and  on 
return  of  ship  is  to  receive  money. 
L  Dick  sends  cat. 


Body 


NARRATIVE  COMPOSITION. 


89 


Body  (contin- 
ued)    . 


Ridicule  of  other  servants. 

Ship  anchored  in  a  foreign  port. 

Captain  invited  to  dinner  by  King. 

King  and  guests  annoyed  at  table  by  rats. 

Captain  brings  Dick's  cat. 

Destruction  of  rats. 

Cat  sold  for  rare  jewels  and  a  fabulous  sum  of 

money. 
Ship  returns  home. 

Servants  called  to  receive  their  money. 
Master  tells  Dick  of  his  fortune. 
Dick's  astonishment  and  joy. 

Conclusion:  Rich  and  generous  Sir  Richard  Whittington  be- 
comes Lord  Mayor  of  London  three  times. 


Lesson  8. 


The  Lazy  Farm-boy. 

Lazy  in  spring-time,  before  the  leaves  are  green, 
Lazy  in  summer-time,  beneath  their  leafy  screen, 
Sure  a  lazier  farm-boy  never  yet  was  seen ! 

His  cheeks  are  round  as  apples,  and  browned  by  sun  and  breeze. 

He  bears  a  pair  of  patches  upon  his  sturdy  knees, 

And  wears  the  pleasant  countenance  of  one  who  loves  to  please. 

The  weeds  are  growing  fast,  and  the  master  takes  his  hoe. 
And  bids  his  farm-boy  follow  him,  whether  he  will  or  no; 
He  follows,  as  a  farm-boy  should,  but  he  follows  very  slow. 

His  master  leads  him  to  the  field,  and  shows  him  all  his  task, 
And  leaves  him  when  in  sunbeams  the  earth  begins  to  bask. 
Just  as  the  boy  would  like  "  How  long  ere  dinner-time?"  to  ask. 

After  awhile  he  thinks  he  hears  an  early  apple  fall, 
Now  surely  from  the  little  wood  he  hears  a  phoebe  call ! 
So  he  halts  among  the  pumpkins  beside  the  pasture-wall. 

For  half  an  hour  he  gazes  to  find  the  apple-tree. 

And  listens  for  the  phoebe,  but  is  not  sure  'tis  she. 

Then  he  takes  his  hoe  and  marvels  so  many  weeds  should  be. 


90  COMPOSITION  LESSONS. 

And  now  the  face  of  heaven  wears  not  a  single  cloud, 
The  lazy  boy  above  his  hoe  is  for  a  brief  space  bowed, 
But  soon,  despondent,  he  stops  short  before  a  weedy  crowd. 

"I  think,"  he  says,  ("  I  am  so  tired!) — it  must  be  nigh  to  noon; 
I'll  listen  for  the  mid-day  bell;  it  should  be  ringing  soon." 
He  lies  down  in  the  shade  to  hear,  and  whistles  a  slow  tune. 

There  is  no  sound,  the  breezes  die,  he  soon  falls  fast  asleep ; 
The  weeds  do  not  stop  growing — thus  will  our  labors  keep. 
He  wears  a  smile,  for  in  his  dream  he  hears  a  squirrel  cheep. 

Roused  by  the  clanging  bell  of  noon,  he  wakes  with  startled  moan; 
"  I  wonder  how  it  is,"  he  says,  "  so  many  weeds  were  sown ! " 
**  Because,"  I  answer,  "  smart  farm-boys  are  not  like  clover  grown." 

— St.  Nicholas. 

With  the  following  helps  make  an  outline  for  writing  a 
narrative  from  the  foregoing  poem: 

From  stanza  one  make  one  point  for  the  introduction. 

Select  the  main  thought  in  stanza  two  for  the  first  point 
in  the  body  of  your  story. 

Make  three  points  of  the  three  things  told  in  stanza  three. 

From  the  remaining  stanzas  make  points  of  the  different 
things  that  the  boy  does. 

Draw  your  own  conclusion. 

Write  a  story  from  the  outline  that  you  have  made. 
Suggestions  fob  Subjects  for  Narrative  Compositions. 


"  St.  Nicholas,"  both  prose  and 

poetry. 
*'Wide  Awake." 
Children's  Reading  Books. 
Children's  stories  and  poems-of 

standard  authors. 
Stories  of  Animals. 


Stories  of  Plants. 

Stories  of  Persons. 

"  Harper's  Young  People." 

"  Youth's  Companion. " 

Have  children  tell  stories  read 

at  home. 
Stories  from  History. 


IMAGINATIVE  COMPOSITION.  91 

Lesson  9. 
imaginative  compositions. 

Butterflies. 

The  bees  were  too  busy  making  honey, 

The  birds  were  too  busy  building  nests, 
To  carry  one  morning  a  message  grave. 

To  Elfland,  for  one  of  the  fairy  guests : 
(For  this  was  before  the  butterflies 
Had  ever  been  thought  of  under  the  skies.) 

Then  the  vexed  fairy,  who  wished  to  send 

The  message,  leaned  from  a  lily-bell. 
And  in  her  tiny,  silvery  voice, 

She  scolded  poor  old  Dame  Nature  well : 
"Find  us,"  said  she,  " a  messenger  light. 
Or  else  we  fairies  troop  home  this  night." 

Dame  Nature,  who  sat  on  a  high  green  knoll. 

Spinning  away  in  the  golden  light. 
Pushed  her  spectacles  back  on  her  brow. 

And  thought  for  a  moment  with  all  her  might; 
*'  I  must  do  something,  for  well  I  know 
The  flowers  will  pine  if  the  fairies  go! " 

Then  some  pansies  she  picked  and  gave  them  wings, 

A  velvet  poppy  petal  or  two, 
Streaked  them  with  gold  and  set  them  afloat. 

And  they  sailed  away  in  the  breezy  blue. 
And  this  is  the  way  that  Dame  Nature  wise. 
Fashioned  the  first  of  the  butterflies. 

Tell  in  prose  what  the  writer  of  the  preceding  poem  has  said. 

Introduction  .     .  Birds,  bees,  message. 

Why  fairy  could  not  send  message. 

The  fairy's  anger. 

What  the  fairy  told  Dame  Nature. 


Body. 


r  Where  she  was. 


Dame  Nature.  \  Her  appearance. 

t  What  she  thought. 
,  What  Dame  Nature  did. 
Conclusion :  From  last  two  lines  of  poem. 


92  COMPOSITION  LESSONS. 

Lesson  lO. 

Read  the  following  story,  then  write  it  from  memory  in 
your  own  words: 

Narcissus. 

One  day  a  youth  named  Narcissus,  who  had  been  hunt- 
ing in  the  forest,  lost  sight  of  his  companions,  and  while 
looking  for  them,  chanced  to  see  a  fountain  flashing  beneath 
a  stray  sunbeam. 

He  drew  near,  and  as  he  knelt  upon  the  mossy  bank,  he 
saw  his  own  image,  as  in  a  glass.  He  thought  it  some 
lovely  water-sprite  that  lived  within  the  fountain. 

"  You  are  the  most  beautiful  being  my  eyes  ever  looked 
upon,"  said  he,  "  you  shall  have  all  that  is  mine  and  I  will 
forever  be  your  faithful  friend,  if  you  will  only  come  with 
me." 

The  image  only  smiled  and  poor  Narcissus,  in  the  hope 
of  winning  so  beautiful  a  companion,  hung  over  the  brink 
of  the  fountain  forgetting  his  food  and  rest,  but  not  losing 
sight  for  an  instant  of  the  lovely  face. 

Day  after  day  and  night  after  night  he  stayed  there,  gaz- 
ing and' grieving.  He  grew  thin  and  pale  and  weak,  until, 
worn  out  with  disappointment,  he  pined  away  and  died. 

When  his  friends  found  poor  dead  Narcissus,  they  were 
filled  with  sorrow,  and  they  went  about  sadly  to  prepare  a 
funeral  pile.  But,  most  wonderful  to  tell!  when  they 
returned  to  bear  away  the  body,  it  could  nowhere  be  found, 
and  before  their  astonished  eyes  a  little  flower  rose  from  the 
water's  edge,  just  where  their  friend  had  died. 

They  named  the  flower  in  memory  of  him,  and  it  has 
been  called  Narcissus  unto  this  very  day. — st.  Nicholas. 


Lesson  11. 

A  Visit  to  Santa  Glaus. 
Study  the  following  outline,  then  write  the  story: 


IMAGINATIVE  COMPOSITION.  93 

Introduction  .     .  Thinking  of  Santa  Claus  and  wondering  what  he 
would  bring. 

Sudden  appearance  of  a  chubby  Httle  messenger. 

An  invitation  to  the  realm  of  Santa  Claus. 

Queer  little  sleigh  drawn  by  twelve  tiny  reindeer. 

Our  trip  through  the  air. 

Things  that  we  saw. 

Everything  covered  with  ice  and  snow,  but  no  feeling 
Body  .    .  .j  of  cold. 

Arrival  at  the  Palace  of  Santa  Claus. 

Its  size  and  appearance. 

Welcome  of  Santa  Claus. 

What  was  seen. 

Length  of  visit. 

Return. 
Conclusion:  Impression  after  the  return. 

Lesson  12. 

* '  Once-on-a-time  . ' ' 

Heigh-ho !    What  frolics  we  might  see, 
If  it  only  had  happened  to  you  and  me. 
To  be  born  in  some  beautiful  far-off  clime. 
In  the  country  of  Somewhere,  once-on-a-time ! 

Why,  once-on-a-time  there  were  mountains  of  gold, 
And  cans  full  of  jewels,  and  treasures  untold; 
There  were  birds  just  waiting  to  fly  before. 
And  show  you  the  way  to  the  magical  door. 

And,  under  a  tree,  there  was  sure  to  be 

A  queer  little  woman  to  give  you  the  key ; 

And  a  tiny,  dancing,  good-natured  elf. 

To  say,  with  his  scepter:   "  Help  yourself! " 

For  millions  of  dollars  grew  from  a  dime. 

In  the  country  of  Somewhere,  once-on-a-time. 

If  we  lived  in  the  country  of  Somewhere,  you 
Could  do  whatever  you  chose  to  do. 
Instead  of  a  boy,  with  a  garden  to  weed. 
You  might  be  a  knight,  with  a  sword  and  steed. 
Instead  of  a  girl,  with  towel  to  hem. 


94 


COMPOSITION  LESSONS. 


I  might  be  a  princess,  with  robe  and  gem ; 
With  a  gay  Utile  page,  and  a  harper  old, 
"Who  knew  all  the  stories  that  ever  were  told, — 
Stories  in  prose,  and  stories  in  rhyme, 
That  happened  somewhere,  once-on-a-time. 

In  the  country  of  Somewhere,  no  one  looks 
At  maps  and  blackboards  and  grammar  books, 
For  all  your  knowledge  just  grows  and  grows. 
Like  the  song  in  a  bird,  or  the  sweet  in  a  rose. 
And  if  ever  I  chance,  on  a  fortunate  day. 
To  that  wonderful  region  to  find  my  way, 
Why,  then,  if  the  stories  all  are  true, 
As  quick  as  I  can,  I  'U  come  for  you. 
And  we  '11  row  away  to  its  happy  shores, 
In  a  silver  shallop  with  golden  oars. 

— St.  Nicholas. 

By  the  help  of  the  following  outline  write,  in  prose^  what 
the  author  of  this  imaginative  poem  has  said: 

Introduction  .     .  The  lament. 

Gold. 
Jewels. 
Birds. 

Magical  door. 
Queer  little  woman. 
Tiny  elf. 

Millions  of  dollars. 
What  the  boy  would  not  have  to  do. 
Wliat  the  girl  could  do. 
^  How  knowledge  would  come. 
Conclusion :  What  will  happen  if  this  happy  land  is  reached. 

Suggestions  foe  Imaginative  Compositions. 


Body. 


What  happened  somewhere, 
once-on-a-time     .    .     . 


Imaginary   trips  to  countries, 

planets,  and  cities. 
What  I  Saw  at  the  South  Pole. 
The  Bird's  Carnival. 
What  the  Moon  Told  Me. 
How  the  Rose  Became  Red. 


The  Quarrel  of  the  Lily  and  the 

Sunflower. 
History  of  a  Pen. 
Stories  from  children's  books, 

papers,  and  magazines. 
Fairy  tales  by  standard  authors. 


*  , 


PART    II 


7— LL 


NOTE  TO  THE  TEACHER. 

The  lessons  in  Part  11.  are  intended  to  be  a  simple  introduction  to 
the  subject  of  grammar.  As  in  Part  I.,  the  lessons  should  be  sup- 
plemented by  a  variety  of  drill  work  suggested  by  the  teacher. 
The  language  work  planned  in  the  Readers  should  also  be  used  in 
connection  with  these  lessons. 


PART    II 


AN  EXERCISE  IN  DISCRIMINATION. 

To  the  Teacher. — In  the  first  part  of  the  following  story  all  the 
names  and  words  that  stand  for  names  are  printed  in  italics.  After 
the  pupil  has  carefully  noted  these,  he  is  to  make  an  effort  to  select 
from  the  second  part  all  the  words  that  are  similar  in  office. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  by  a  beautiful 
river  of  clear  water.  Hardy  has  a  donkey  that  he  calls  Aures 
and  upon  this  donkey  he  rides  everywhere  over  the  hills. 
Sometimes  Aures  is  cross  and  then  he  does  some  strange 
things.  One  day  Hardy  was  riding  him  after  the  cows  and 
they  came  to  a  mountain  that  was  very  steep.  Aures  does 
not  like  steep  mountains,  so  when  he  saw  it  he  stopped, 
stiffened  his  legs,  and  stood  still.  Hardy  coaxed  him  in 
every  way,  but  the  stubborn  fellow  only  switched  his  tail 
as  if  he  were  saying  "  Yoii  must  climb  that  hill  alone." 
Hardy  left  him  and  when  he  returned  Aures  was  waiting 
for  him.  Hardy  gives  Aures  a  lump  of  sugar  when  he  has 
been  good,  but  after  this  naughty  prank  he  received  no  sugar 
for  many  days.  Aures  often  puts  his  feet  together  and 
humps  his  back  quickly  when  he  thinks  Hardy  has  ridden 
enough,  but  Hardy  rides  so  well  he  is  seldom  thrown. 

Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted 
sullenly  down  the  road  to  the  river  and  when  he  reached  the 
water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are 
used  to  the  water,  laughed  heartily  and  thought  it  a  fine 
joke.    Aures  carries  loads  of  wood  from  the  hills,  and  bags 


98  PARTS  OF  SPEECH, 

of  clover  to  the  cows.  He  and  Hardy  are  great  friends  and 
are  seldom  apart.  The  little  boys  who  live  near  Hardy 
think  him  a  lucky  boy  and  are  always  happy  when  Hardy 
lets  them  ride. 


Lesson   i. 

Names  and  Words  that  Stand  for  Names. 

Name  three  things  that  you  see  in  this  room. 

Give  the  names  of  two  flowers. 

Tell  the  names  of  two  animals. 

Give  the  names  of  four  kinds  of  fruit. 

In  the  following  sentences,  which  words  are  navies: 

The  spider  is  not  an  insect. 
Bees  and  butterflies  live  upon  flowers. 
London  is  the  largest  city  in  the  world. 
Make  hay  while  the  sun  shines. 
Linen  is  made  from  flax. 

1.  Ira  thought  that  Ira  was  late. 

2.  Ira  thought  that  he  was  late. 

3.  Jerry  found  a  ball,  and  put  it  away. 

4.  Susie  said  that  she  would  go. 

In  sentence  one,  how  many  times  do  you  find  the  name 
Ira? 

In  sentence  two,  what  word  is  used  in  place  of  the  word 
Ira? 

In  sentence  three,  find  the  names. 

What  word  in  sentence  three  is  used  instead  of  the  name 
ball? 

In  sentence  four,  find  the  name  and  the  word  that  stands 
for  a  name. 

In  the  following  sentences,  tell  which  words  are  nanieSj  and 
which  words  stand  for  names: 

1.  Effie  said,  "  Give  the  book  to  me." 


NAMES  AND  WORDS  THAT  STAND  FOR  NAMES.  99 

2.  Are  you  going  home,  Robert? 

3.  Louis  gave  his  fish  to  Albert. 

4.  Avis  thinks  that  she  is  taller  than  Sara  is. 

5.  They  saw  him  cross  the  bridge. 

6.  Sidney  and  Roma  love  their  pets. 

7.  Emile  thought  thakhe  would  catch  some  fish. 

8.  Has  Elletta  her  new  book? 

SUMMARY. 
Memorize : 

Words  that  name  are  called  NOUNS, 

Words  that  stand  for  names  are  called  PRONOUNS. 

Note  to  Teacher.— For  variety  and  drill-work,  frequently  use  Read- 
ers.   Have  pupils  select  the  parts  of  speech  from  the  reading  lessons. 

Sometimes  the  nouns  for  which  pronouns  stand  are  not 
expressed  in  the  sentence. 

Example :     You  have  a  new  hat. 

Select  the  Pronouns  in  the  following  sentences: 

1.  I  am  going  home. 

2.  May  we  see  the  kittens  ? 

3.  Do  you  see  us  ? 

4.  Mother  loves  me. 

5.  I  was  looking  for  you. 


Lesson   2. 

Common  and  Proper  Nouns. 

J    [The  girl  can  sing.  2    (The  kitten  is  playing. 

(Anna  can  sing.  *  (Snowball  is  playing. 

Q    (The  city  is  large. 
*  (San  Francisco  is  large. 

Mention  the  names  in  group  one. 

Which  of  these  may  be  given  to  one  girl,  as  well  as  to 
another;  that  is,  to  any  one  of  this  whole  class  of  persons. 
Which  is  a  girl's  special  name  ? 


100 


PARTS  OF  SPEECH. 


Which  name  in  group  two  is  given  to  each  of  a  class  of 
animals  ? 

Which  is  given  to  a  special  kitten? 

Give  the  class  name  in  group  three.  * 

Give  the  special  name  in  group  three. 

How  are  the  special  names  of  each  group  written? 

Arrange  the  following  words  in  two  columns,  putting  the 
class  names  in  one,  and  the  special  names  in  the  other: 


Alice 

chair 

leaf 

kite 

fox 

Stockton 

Emma 

Lucy- 

tree 

peaches 

pencil 

Roy 

snap 

Washington 

knife 

paper 

Edwin 

horse 

Dexter 

Chico 

SUMMARY. 

Memorize : 

Class  names,  or  those  which  may  be  applied  to  any  one  of  a  class, 
are  COMMON  NOUNS. 

Special  names,  or  those  given  to  special  individuals  of  a  class,  are 
PROPER  NOUNS. 


Lesson  3. 

Fill  the  blanks  in  the  story  below  with  nouns  from  the  fol- 
lowing list: 

ships  wood  skins  bark 

Fred  water  boats  oars 

men  log  trees  sails 

time  boat  animals  iron 

Uncle  Tom  '  persons 


"  Have  

— ?"  asked 
''  No,"  said  - 


always  had 


■  ;  "there  was  a 

not  know  how  to  make ." 


in  which  to  sail  on  the 
-  when did 


AN  EXERCISE  IN  DISCI 

"But  had  they  no  means  of  sailingtt^Br=ffi?^— -?" 
asked . 

"Yes;  I  suppose  there  never  was  a  time  when did 

not  in  some  way  sail  upon  the ." 

First,  small s  were  made  of  the of and  the 

of . 


Sometimes  a was  made  by  digging  out  or  burning 

out  the  inside  of  a  large . 

Men  found  out  how  to  make  larger  and  longer  . 

Even  the  largest were  pulled  along  by till 

became  known. 

Then ,  first  of ,  and  then  of were  built;  and 

now  there  are large  enough  to  transport  thousands  of 


AN  EXERCISE  IN  DISCRIMINATION. 

To  the  Teacher.— In  the  first  part  of  the  following  story  all  the 
words  that  state  are  printed  in  italics.  After  the  pupil  has  carefully 
noted  these,  he  is  to  make  an  effort  to  select  from  the  second  part 
all  the  words  that  are  similar  in  office. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  by  a  beautiful 
river  of  clear  water.  Hardy  has  a  donkey  that  he  calls 
Aures  and  upon  this  donkey  he  rides  everywhere  over  the 
hills.  Sometimes  Aures  is  cross  and  then  he  does  some 
strange  things.  One  day  Hardy  was  riding  him  after  the 
cows  and  they  came  to  a  mountain  that  was  very  steep. 
Aures  does  not  like  steep  mountains,  so  when  he  saw  it  he 
stopped,  stiffened  his  legs,  and  stood  still.  Hardy  coaxed 
him  in  every  way,  but  the  stubborn  fellow  only  switched  his 
tail  as  if  he  were  saying  "You  must  climb  that  hill  alone." 
Hardy  left  him  and  when  he  returned  Aures  was  waiting  for 
him.  Hardy  gives  Aures  a  lump  of  sugar  when  he  has  been 
good,  but  after  this  naughty  prank  he  received  no  sugar  for 


102  PARTS  OF  SPEECH. 

many  days.  Aures  often  puts  his  feet  together  and  humps 
his  back  quickly  when  he  thinks  Hardy  has  ridden  enough, 
but  Hardy  rides  so  well  he  is  seldom  thrown. 

Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted 
sullenly  down  the  road  to  the  river  and  when  he  reached  the 
water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are 
used  to  the  water,  laughed  heartily  and  thought  it  a  fine 
joke.  Aures  carries  loads  of  wood  from  the  hills,  and  bags 
of  clover  to  the  cows.  He  and  Hardy  are  great  friends  and 
are  seldom  apart.  The  little  boys  who  live  near  Hardy 
think  him  a  lucky  boy  and  are  always  happy  when  Hardy 
lets  them  ride. 


Lesson  4. 
Words  that  State. 

1.  Myrtle  studies. 

2.  Swallows  are  twittering. 

3.  Water  freezes. 

4.  Alaska  was  bought. 

In  sentence  one,  which  word  tells,  or  states,  what  Myrtle 
does? 

In  sentence  two,  what  two  words  state  something  about 
the  swallows? 

In  sentence  three,  of  what  does  the  word  freezes  state 
something? 

In  sentence  four,  what  do  the  words  was  bought  do? 

Write  a  statement  about  Robert. 

Write  a  statement  about  some  animal. 

Write  a  statement  about  a  tree. 


WORDS  THAT  STATE. 
Write  a  statement  about  yourself. 
Pich  out  the  words  that  do  the  stating. 


103 


SUMMARY. 

Memorize : 

Words  that  state  are  called  VERBS. 


Which  verbs  in  the  following  sentences  consist  of  one  word? 
Which  consist  of  more  than  one? 


1.  Ruby  runs. 

2.  An  owl  can  fly. 

3.  Fishes  swim. 

4.  Harold  has  been  studying. 


5.  Flora  must  walk. 

6.  Ttie  horse  trots. 

7.  Father  may  be  reading. 

8.  Sara  can  sew. 


Make  statements,  using  in  each  a  verb  from  column  two,  a 
noun  from  column  one,  and  a  group  of  words  from  column 
three: 


1. 

2. 

3. 

Nora 

can  fish 

in  the  air 

boys 

float 

with  her  doll 

Edwin 

fly 

over  the  valley 

birds 

plays 

with  his  sister 

clouds 

quarreled 
Lesson  5. 

in  the  stream 

Words  that  Ask. 

1.  Lincoln  was  shot.  3.  Bismarck  can  speak. 

2.  The  wind  is  blowing.  4.  Lessie  may  play. 

5.  AVomen  must  weep. 

Select  the  verbs  in  the  above  sentences. 

Change  the  above  statements  to  questions,  so  that  each 
verb  will  ask  instead  of  state. 

What  do  you  notice  about  the  position  of  the  verbs  in 
your  questions  ? 


104 


PARTS  OF  SPEECH. 


Make  questions,  using  in  each  a  verb  from  column  two,  a 
noun  from  column  one,  and  a  group  from  column  three: 

1.  2.  3. 

linen  may  fall  on  the  piano 

rats  is  made  of  flax 

Andrew  "  can  play  in  our  barn 

snow  are  found  in  the  ocean 

mother  can  swim  during  the  winter 

SUMMARY. 
Words  tliat  ask  are  also  called  VERBS. 


1.  Who  rules  in  India?  2.  What  destroyed  Lisbon? 

3.  Which  boys  study? 

In  sentence  one,  what  pronoun  helps  the  verb  rules  to 
the  question? 

In  sentence  two,  what  is  the  verb  ? 

What  pronoun  helps  this  verb  to  ask  the  question? 

In  sentence  three,  what  is  the  word  which?    What  does 
it  do? 

In  the  following  sentences,  select  the  verbs  and  the  asking 
pronouns: 

1.  Who  conquered  Mexico? 

2.  Which  way  did  Lidia  go? 

3.  What  did  Fulton  do? 

4.  Which  city  ships  most  wheat? 

5.  Who  discovered  the  Mississippi  river? 

6.  What  did  you  say  ? 


Lesson  6. 
Words  that  Command. 
Change  the  following  sentences  to  commands: 
1.  Soldiers  fight.      2.  Cowards  run.      3.  Faithful  dogs  watch. 


WORDS  THAT  COMMAND.  105 

What  word  in  your  first  sentence  cominands  the  soldiers 
to  do  something  ? 

What  is  the  commanding  word  in  your  second  sentence  ? 
In  your  third  sentence,  what  does  the  word  watch  do  ? 

Make  commands,  using  in  each  a  verb  from  column  two,  a 
noun  from  column  one,  and  a  group  from  column  three: 


1. 

2. 

3. 

Rover 

hide 

in  this  book 

Horace 

jump 

to  your  mother 

Rachel 

go 

behind  the  door 

Ora 

study 

over  the  ditch 

Stephen 

run 

to  the  store 

SUMMARY. 
Words  that  command  are  also  called  VERBS. 

Memorize : 

VERBS  are  words  that  state,  ask,  or  command. 


Lesson  7. 

Make  statements,  using  one  of  the  following  verbs  in  each: 

can  write  are  being  punished 

conquered  talks 

sang  ripples 

must  work  will  remain 

may  go  struck 

sleeps  is  sewing 

Make  questions,  using  one  of  the  above  verbs  in  each. 

Make  ten  commands,  and  draw  a  line  under  the  verb  in 
each  sentence. 

Select  five  verbs  of  one  word  each  from  your  reading  lesson. 

Select  five  verbs  of  more  than  one  word  each  from  your 
reading  lesson. 


106  parts  of  speech. 

Lesson  8. 

After  reading  this  poem  carefully,  select  from  it  and  write 
in  one  column  sixteen  nouns;  in  another  column,  fifteen  verbs. 

Poor  Tray  is  asleep  in  the  noonday  sun, 
And  the  flies  go  about  him,  one  by  one; 
And  pussy  sits  near  with  a  sleepy  grace, 
Without  even  thinking  of  washing  her  face. 

There  flies  a  bird  to  a  neighboring  tree, 
But  very  lazily  flieth  he; 
And  he  sits  and  twitters  a  gentle  note, 
And  scarcely  ruflies  his  little  throat. 

I  wish,  O  I  wish  I  was  yonder  cloud 

That  sails  about  with  its  misty  shroud; 

Books  and  work  I'd  no  more  see, 

And  I'd  come  and  float,  dear  mother,  o'er  thee. 


AN  EXERCISE  IN  DISCRIMINATION. 

To  the  Teacher. — In  the  first  part  of  the  following  story  all  the 
words  joined  to  nouns  to  show  ''what  kind"  or  to  "limit"  them 
are  printed  in  italics.  After  the  pupil  has  carefully  noted  these,  he 
is  to  make  an  efibrt  to  select  from  the  second  part  all  the  words 
that  are  similar  in  office. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  by  a  beautiful 
river  of  clear  water.  Hardy  has  a  donkey  that  he  calls 
Aures  and  upon  this  donkey  he  rides  everywhere  over  the 
hills.  Sometimes  Aures  is  cross  and  then  he  does  some 
strange  things.  One  day  Hardy  was  riding  him  after  the 
cows  and  they  came  to  a  mountain  that  was  very  steep. 
Aures  does  not  hke  steep  mountains,  so  when  he  saw  it  he 
stopped,  stiffened  his  legs,  and  stood  still.  Hardy  coaxed 
him  in  every  way,  but  the  stubborn  fellow  only  switched  his 
tail  as  if  he  were  saying  "  You  must  climb  that  hill  atoned 


WORDS  THA  T  SHO  W  "  WIIA  T  KIND:'  107 

Hardy  left  him  and  when  he  returned  Aures  was  waiting 
for  him.  Hardy  gives  Aures  a  lump  of  sugar  when  he  has 
been  good^  but  after  this  naughty  prank  he  received  no 
sugar  for  many  days.  Aures  often  puts  his  feet  together  and 
humps  his  back  quickly  when  he  thinks  Hardy  has  ridden 
enough,  but  Hardy  rides  so  well  he  is  seldom  thrown. 

Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted 
sullenly  down  the  road  to  the  river  and  when  he  reached  the 
water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are 
used  to  the  water,  laughed  heartily  and  thought  it  a  fine 
joke.  Aures  carries  loads  of  wood  from  the  hills,  and  bags 
of  clover  to  the  cows.  He  and  Hardy  are  great  friends  and 
are  seldom  apart.  The  little  boys  who  live  near  Hardy 
think  him  a  lucky  boy  and  are  always  happy  when  Hardy 
lets  them  ride. 


Lesson  9. 
Words  Joined  to  Nouns  to  Show  "What  Kind." 

1.  The  pretty  little  girl  has  a  fragrant  pink  rose. 

2.  That  old  man  has  ripe  fruit  for  sale. 

3.  A  tin  pail  sits  under  that  large  tree. 

What  two  words  in  sentence  one  show  what  kind  of  a 
girl  is  spoken  of? 

What  two  words  are  joined  to  the  noun  rose  to  show 
what  kind  of  a  rose  the  girl  has? 

In  sentence  two,  select  the  words  that  show  what  kind^ 
and  tell  to  what  nouns  they  are  joined. 

In  sentence  three,  tell  what  the  words  tin  and  large  do. 


108  PARTS  OF  SPEECH. 

Write  the  opposite  of  each  of  the  following  words  before 
some  noun: 

Example : 

wide 
(opposite)  narrow  ribbons 

sour  rough  empty  tall 

rich  quick  sharp  light 

hs,rd  dry  thin  clean 

From  the  lists  below  select  eight  words  that  show  ^^what  kind,^^ 
and  use  them  correctly  in  the  following  sentences: 

fresh  fire  green  fragrant 

this  fearless  high  the 

brilliant  fleet  that  fine 

1.  Last  evening  we  had  a sunset. 

2.  Did  Sheridan  ride  a horse  ? 

3.  Does butter  come  to  the  city  every  day? 

4.  Those fields  make pasture  for  the  cattle. 

5.  General  Grant  was  a soldier. 

6.  Who  sent  me  this  bouquet  of flowers  ? 

7.  The  castle  was  surrounded  by  a wall. 

SUMMARY. 
Memorize : 

Words  joined  to  nouns  to  slio-w  "  wliat  kind,"  are  said  to  describe. 

Lesson  10. 

Words  that  Limit  Nouns  by   "Pointing  Out." 

1.  These  apples  are  sour.  4.  That  wagon  is  empty. 

2.  Those  clouds  are  fleecy.  5.  Those  sheep  are  black. 

3.  This  pen  is  good.  6.  These  rabbits  are  white. 

In  sentence  one,  what  yvord  points  out  the  apples  that  are 
sour? 

In  sentence  two,  what  word  points  out  which  clouds  are 
fleecy  ? 


WORDS  THAT  LIMIT.  109 

In  sentence  three,  what  noun  does  the  word  this  point 
out? 

In  sentence  four,  what  noun  does  the  word  that  point 
out? 

In  sentence  five,  what  does  the  word  those  do? 

In  sentence  six,  what  does  the  word  these  do? 

Fill  the  hlanJcs  in  these  sentences  with  words  that  '''point  out^ 

1.  knife  is  mine,  but one  is  yours. 

2.  Cecelia  picked cherries  from tree. 

3.  Which  do  you  choose, book  or picture? 

4.  Harry,  come  and  look  at pictures. 

5.  high  mountain  is  a  long  way  off. 

6.  I  saw man  with women  yesterday. 

7.  Does top  in  my  hand  belong  to boy  ? 

8.  Are dogs  chasing hare  ? 

9.  I  like book  better  than one. 

10.  Mrs.  Smith  gave  me flowers. 


Lesson  11. 
Words  that  Limit  Nouns  without  Pointing  Out. 

1.  Robert  sold  six  newspapers. 

2.  Julia  found  the  first  shell. 

3.  Many  animals  live  in  South  America. 

4.  Please  give  me  some  sugar. 

5.  Have  you  any  bread? 

6.  Few  girls  can  sew  well. 

7.  All  boys  should  be  truthful. 

In  sentence  one,  what  noun  does  the  word  six  limit  by 
showing  how  many? 

In  sentence  two,  what  word  limits  the  noun  shell  by 
showing  which  one  was  found? 

In  sentence  three,  what  noun  does  the  word  many  limit? 

In  sentence  four,  what  word  limits  the  noun  sugar  f 

In  sentence  five,  what  does  the  word  any  do? 


110  PARTS  OF  SPEECH. 

In  sentence  six,  what  does  the  word  few  do? 
In  sentence  seven,  what  does  the  word  all  do  ? 
Before  each  of  the  following  nouns  write  a  word  that  limits 
without  pointing  out,  and  complete  the  sentence  with  a  verb: 

1.  girl .     4.  boys . 


2.  men .     5.  chair . 

3.  The water .     6.  money . 

SUMMARY. 

Memorize : 

Words  that  describe  or  limit  nouns  are  called  ADJECTIVES. 

Fill  the  blanks  in  the  following  sentences  with  adjectives 
selected  from  the  list  below: 

sour  the  bright  third 

this  some  those  either 

green  Uttle  tall  many 

describe  limit 

1.  boys  will  learn things. 

describe  limit 

2.  girls  often  play  with kitten. 

describe  limit  limit 

3.  trees  grow  on side  of river. 

limit   describe  limit  describe 

4. apple  is  no  better  than plums. 

limit  limit 

5.  children  learn  to  read  in  their year. 


AN  EXERCISE  IN  DISCRIMINATION. 

To  the  Teacher. — In  the  first  part  of  the  following  story  all  the 
phrases  joined  to  nouns  to  describe  or  limit  them  are  printed  in  italics. 
After  the  pupil  has  carefully  noted  these,  he  is  to  make  an  effort  to 
select  from  the  second  part  all  the  phrases  similar  in  office. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  by  a  beauti- 
ful river  of  clear  water.     Hardy  has  a  donkey  that  he  calls 


ADJECTIVE  PHRASES.  Ill 

Aures,  and  upon  this  donkey  he  rides  everywhere  over  the 
hills.  Sometimes  Aures  is  cross,  and  then  he  does  some 
strange  things.  One  day  Hardy  was  riding  him  after  the 
cows  and  they  came  to  a  mountain  that  was  very  steep. 
Aures  does  not  like  steep  mountains,  so  when  he  saw  it  he 
stopped,  stiffened  his  legs,  and  stood  still.  Hardy  coaxed 
him  in  every  way,  but  the  stubborn  fellow  only  switched 
his  tail  as  if  he  were  saying  "  You  must  climb  that  hill 
alone."  Hardy  left  him  and  when  he  returned  Aures  was 
waiting  for  him.  Hardy  gives  Aures  a  lump  of  sugar  when 
he  has  been  good,  but  after  this  naughty  prank  he  received 
no  sugar  for  many  days.  Aures  often  puts  his  feet  together 
and  humps  his  back  quickly  when  he  thinks  Hardy  has 
ridden  enough,  but  Hardy  rides  so  well  he  is  seldom  thrown. 
Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted 
sullenly  down  the  road  to  the  river,  and  when  he  reached  the 
water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are  used 
to  the  water,  laughed  heartily  and  thought  it  a  fine  joke. 
Aures  carries  loads  of  wood  from 'the  hills,  and  bags  of 
clover  to  the  cows.  He  and  Hardy  are  great  friends  and 
are  seldom  apart.  The  little  boys  who  live  near  Hardy 
think  him  a  lucky  boy  and  are  always  happy  when  Hardy 
lets  them  ride. 


Lesson  12. 

Adjective  Phrases. 

1.  2. 

honest  men  men  of  honor 

valuable  horses  horses  of  value 

red  dresses  dresses  of  red  color 

evening  star  star  of  the  evening 


112  PARTS  OF  SPEECH. 

What  adjective  in  column  one  describes  the  noun  menf 

What  group  of  words  in  column  two  means  the  same 
thing,  and  also  describes  the  noun  menf 

In  column  one,  what  noun  does  the  adjective  valuable 
describe? 

In  column  two,  what  noun  do  the  words  of  value  describe? 

What  adjective  in  column  one  describes  the  noun  dresses, 
and  what  group  of  words  in  column  two  does  the  same 
thing,  and  has  the  same  meaning  ? 

In  column  one,  what  does  the  word  evening  do? 

In  column  two,  what  do  the  words  of  the  evening  do? 

Before  each  of  the  following  groups  of  words  write  some 
noun.     Then  change  the  group  to  an  adjective. 

Model  : 

Days  of  youth=Youthful  days. 

of  youth  of  iron 

of  wealth  of  woolen  cloth 

of  wisdom  of  rags 

of  oak  of  spring 


Write  a  noun  after  each  of  the  following  adjectives.     Then 
change  the  adjective  to  a  group  of  words  with  the  same  meaning. 

French tin paper glass 

morning stone truthful vigorous 


AN  EXERCISE  IN  DISCRIMINATION. 

To  the  Teacher. — In  the  first  part  of  the  following  story  all  the 
clauses  joined  to  nouns  to  describe  or  limit  them  are  printed  in  italics. 
After  the  pupil  has  carefully  noted  these,  he  is  to  make  an  effort 
to  select  from  the  second  part  all  the  clauses  that  are  similar  in  office. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  by  a  beautiful 
river  of  clear  water.     Hardy  has  a  donkey  that  he  calls 


ADJECTIVE  CLAUSES.  113 

Aures  and  upon  this  donkey  he  rides  everywhere  over  the 
hills.  Sometimes  Aures  is  cross  and  then  he  does  some 
strange  things.  One  day  Hardy  was  riding  him  after  the 
cows  and  they  came  to  a, mountain  that  was  very  steep. 
Aures  does  not  like  steep  mountains,  so  when  he  saw  it  he 
stopped,  stiffened  his  legs,  and  stood  still.  Hardy  coaxed 
him  in  every  way,  but  the  stubborn  fellow  only  switched 
his  tail  as  if  he  were  saying  "You  must  climb  that  hill 
alone."  Hardy  left  him  and  when  he  returned  Aures  was 
waiting  for  him.  Hardy  gives  Aures  a  lump  of  sugar  when 
he  has  been  good,  but  after  this  naughty  prank  he  received 
no  sugar  for  many  days.  Aures  often  puts  his  feet  together 
and  humps  his  back  quickly  when  he  thinks  Hardy  has 
ridden  enough,  but  Hardy  rides  so  well  he  is  seldom  thrown. 
Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted  sul- 
lenly down  the  road  to  the  river  and  when  he  reached  the 
water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are 
used  to  the  water,  laughed  heartily  and  thought  it  a  fine 
joke.  Aures  carries  loads  of  wood  from  the  hills,  and  bags 
of  clover  to  the  cows.  He  and  Hardy  are  great  friends  and 
are  seldom  apart.  The  little  boys  who  live  near  Hardy 
think  him  a  lucky  boy  and  are  always  happy  when  Hardy 
lets  them  ride. 


Lesson  13. 
Adjective  Clauses. 


1. 

2. 

cruel  boys 

boys  who  are  cruel 

fierce  animals 

animals  that  are  fierce 

rusty  nails 

nails  that  are  rusty 

114 


PARTS  OF  SPEECH. 


In  column  one,  what  adjective  describes  the  noun  boysf 

In  column  two,  what  group  of  words  means  the  same 
thing  and  describes  the  noun  boysf 

What  group  in  column  two  means  the  same  thing  as  the 
adjective  fierce?    What  noun  does  each  describe? 

In  column  one,  what  is  the  word  rusty,  and  what  does  it 
do? 

What  do  the  words  that  are  rusty  do  ? 

1.  2. 

smile  of  triumph  boys  who  tell  the  truth 

men  of  truth  stars  which  shine  in  ihe  evening 

stars  of  the  evening  smile  that  is  triumphant 

Look  at  each  italicized  group  in  column  one  above,  and 
find  a  group  in  column  two  that  means  the  same  thing. 
Find  the  noun  in  each  group  of  column  one. 
Find  the  noun  in  each  group  of  column  two. 
Find  the  verb  in  each  group  of  column  two. 
See  if  you  can  find  any  verbs  in  column  one. 

Write  the  following  adjectives  in  one  column;  in  the  second 
column  write  an  equivalent  group  of  words  without  a  verb;  in 
the  third  column  an  equivalent  group  of  words  with  a  verb: 


1. 

Adjective 

active 
honest 

2. 

Equivalent  group  of  words 
without  a  verb 

of  activity 

important 

strong 

brave 

courageous 
wooden 

Equivalent  group  of  words 
with  a  verb 

who  is  active. 


SUMMARY. 
Memorize : 

A  group  of  words  without  a  verb  used  in  describing  a  noun  is  called 
an  ADJECTIVE  PHRASE. 

A  group  of  words  witb  a  verb  used  in  describing  a  noun  is  called 
an  ADJECTIVE  CLAUSE. 


WORDS  THA  T  SHO  W  "HO  IF,"  "  WHERE,"  OR  "  WHEN:'      115 

AN  EXERCISE  IN  DISCRIMINATION. 

To  the  Teacher. — In  the  first  part  of  the  following  story  all  the 
words  that  show  "  how,"  "  ivhere,"  or  "  when  "  are  printed  in  italics. 
After  the  pupil  has  carefully  noted  these,  he  is  to  make  an  effort 
to  select  from  the  second  part  all  the  words  that  are  similar  in 
office. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  by  a  beautiful 
river  of  clear  water.  Hardy  has  a  donkey  that  he  calls 
Aures  and  upon  this  donkey  he  rides  everywhere  over  the 
hills.  Sometimes  Aures  is  cross  and  then  he  does  some 
strange  things.  One  day  Hardy  was  riding  him  after  the 
cows  and  they  came  to  a  mountain  that  was  very  steeip. 
Aures  does  not  like  steep  mountains,  so  when  he  saw  it  he 
stopped,  stiffened  his  legs,  and  stood  still.  Hardy  coaxed 
him  in  every  way,  but  the  stubborn  fellow  only  switched 
his  tail  as  if  he  were  saying  "You  must  climb  that  hill 
alone."  Hardy  left  him  and  when  he  returned  Aures  was 
waiting  for  him.  Hardy  gives  Aures  a  lump  of  sugar  when 
he  has  been  good,  but  after  this  naughty  prank  he  received 
no  sugar  for  many  days.  Aures  often  puts  his  feet  together 
and  humps  his  back  quickly  when  he  thinks  Hardy  has  rid- 
den enough,  but  Hardy  rides  so  ivell  he  is  seldom  thrown. 

Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted  sul- 
lenly down  the  road  to  the  river  and  when  he  reached  the 
water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are 
used  to  the  water,  laughed  heartily  and  thought  it  a  fine 
joke.  Aures  and  Hardy  are  great  friends  and  are  seldom 
apart.  The  little  boys  who  live  near  Hardy  think  him  a 
lucky  boy  and  are  always  happy  when  Hardy  lets  them 
ride, 


116  PARTS  OF  SPEECH. 

Lesson  14. 
Words  Joined  to  Verbs  to  Show  "How." 


1.  Hulda  moves  quietly, 

2.  Helen  writes  well. 


3.  William  speaks  correctly 

4.  Snails  move  slowly. 


Select  the  word  in  sentence  one  that  shows  how  Hulda 
moves. 

Find  the  word  in  sentence  two  that  shows  how  Helen 
writes. 

In  sentence  three,  what  word  is  joined  to  the  verb  to 
show  how  William  speaks? 

In  sentence  four,  what  does  the  word  slowly  show? 

Use  each  noun  in  column  one  with  some  verb  from  column 
two,  and  to  the  verb  join  some  word  that  shows  "  /low;,"  from 
column  three: 


1. 

2. 

3. 

Cornelia 

chose 

quickly 

children 

fell 

easily 

Solomon 

close 

silently 

wheels 

should  obey 

wisely 

oysters 

sews 

firmly 

snow 

turn 

tightly 

Lesson  15. 
Words  Joined  to  Verbs  to  Show  "Where." 


1.  Carlo  sleeps  here. 

2.  Mr.  Hobson  works  there. 


3.  The  sun  shines  everywhere. 

4.  Flash  ran  away. 


What  word  shows  where  Carlo  sleeps? 

What  word  shows  where  Mr.  Hobson  works? 

Find  the  verb  in  sentence  three. 

What  word  is  joined  to  it  to  show  where? 

In  sentence  four,  what  does  the  word  away  do? 


WORDS  TEA  T  SHO  W  ''HO  TF,"  "  WHERE;'  OR  "  WHEN."    117 

Join  a  word  that  shows  "  where,^^  selected  from  the  list  helow, 
to  each  verb  in  the  following  sentences: 


there 

hither 

here 

everywhere 

somewhere 

aloft 

yonder 

anywhere 

away 

aboard 

backwards 

down 

forwards 

ashore 

forth 

homeward 

His  pen  was 

Are  your  friends ? 

The  girls  are 

hiding 

Girls,  come  - 

. 

God  is . 

I  can  not  find  my  hat . 

Did  the  baby  fall ? 

The  bird  flew . 

The  sailors  sprang . 

Come ,  my  little  daughter. 

When  the  ship  landed  we  all  went . 

The  captain  walked and across  the  deck. 

The  ship  sailed  soon  after  the  crew  went . 

But comes  the  glorious  King  of  Day. 

The  weary  plowboy  plods . 


Lesson  16. 

Words  Joined  to  Verbs  to  Show  "When." 


1.  The  rain  is  falling  now. 

2.  Our  friends  came  yesterday. 


3.  Farmers  rise  early. 

4.  The  hunters  returned  late. 


Find  the  verb  in  sentence  one. 
What  word  is  joined  to  it  to  show  when? 
In  sentence  two,  to  what  verb  is  the  word  yesterday  }omedi'^ 
What  does  the  word  yesterday  show  ? 
In  sentence  three,  find  the  verb  and  the  word  that  shows 
when. 

In  sentence  four,  what  does  the  w^ord  late  do? 


118 


PARTS  OF  SPEECH. 


Write  sentences^  using,  in  each,  one  of  the  following  words 
joined  to  some  verb  to  show  when: 

to-day  soon 

lately  now 

often  always 


frequently 

never 

seldom 


SUMMARY. 


Memorize : 


Words  joined  to  verbs  to  show  how,  where,  or  when,  are  called 
ADVERBS. 


Joined  to  adjectives. 


Joined  to  adverbs. 


Lesson  17. 

Adverbs  are  also  joined  to  adjectives  or  other  adverbs,  to 
modify  their  meaning. 

^  The  Aztecs  were  an  exceedingly  intelligent 
race. 
Very  fine  coffee  comes  from  Arabia. 
I  The  Red    King   rode   through   a  terribly 
gloomy  forest. 
China  is  the  most  populous  country  in  the 
world. 

Hasty  opinions  are  quite  frequently  \\Tong. 

Harold  came  quietly  forward. 

The  rain  fell  very  gently. 

You  should  listen  more  attentively. 

Go  through  the  following  sentences  and  select  the  adverbs 
that  modify  adjectives:  go  through,  again,  and  select  those 
that  modify  adverbs: 

1.  They  sang  very  merrily. 

2.  We  were  nearly  asleep. 

3.  He  is  almost  there. 

4.  Were  Washington  and  Napoleon  equally  great? 

5.  California  produces  much  more  fruit  than  any  other 
state  does. 

6.  He  was  somewhat  hasty  in  his  reply. 

7.  The  man  was  quite  liberally  rewarded. 


ADVERBIAL  PHRASES.     *  119 

8.  That  general  had  scarcely  any  tact. 

9.  Your  brother  is  more  easily  taught  than  you  are. 

10.  Lake  Tahoe  contains  unusually  fine  trout. 

11.  How  rapidly  the  moments  fly. 

12.  We  too  often  speak  thoughtlessly. 

Lesson  18. 

1.  Where  is  Nelson  buried? 

2.  Why  was  Alaska  bought? 

3.  When  did  Garfield  die? 

What  is  the  verb  in  sentence  one  ? 

What  adverb  helps  ask  the  question  ? 

Select  the  adverb  in  sentence  two. 

What  verb  does  it  help  to  ask  the  question  ? 

What  does  the  word  when  do  in  sentence  three  ? 

In  the  following  sentences  fill  the  blanks  with  adverbs  that 
help  ash  questions: 

will  Germany  fight? 

did  Columbus  think  that  the  world  was  round? 

did  the  Pilgrims  land  ? 

was  Andre  shot  ? 

was  the  Declaration  of  Independence  written  ? 

do  the  Arabs  live  ? 


AN  EXERCISE  IN  DISCRIMINATION. 

To  the  Teacher. — In  the  first  part  of  the  following  story  all  the 
phrases  that  shovj  "  how,"  "  where,"  or  *'  when  "  are  printed  in  italics. 
After  the  pupil  has  carefully  noted  these,  he  is  to  make  an  effort  to 
select  from  the  second  part  all  the  phrases  that  are  similar  in  office. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  by  a  beautiful 
river  of  clear  water.  Hardy  has  a  donkey  that  he  calls 
Aures  and  upon  this  donkey  he  rides  everywhere  over  the 
hills.     Sometimes  Aures  is  cross  and  then  he  does  some 


120  PARTS  OF  SPEECH. 

strange  things.  One  day  Hardy  was  riding  him  after  the 
cows  and  they  came  to  a  mountain  that  was  very  steep. 
Aures  does  not  Uke  steep  mountains,  so  when  he  saw  it  he 
stopped,  stiffened  his  legs,  and  stood  still.  Hardy  coaxed 
him  in  every  way,  but  the  stubborn  fellow  only  switched 
his  tail  as  if  he  were  saying  "  You  must  climb  that  hill 
alone."  Hardy  left  him  and  when  he  returned  Aures  was 
waiting  for  him.  Hard^^  gives  Aures  a  lump  of  sugar  when 
he  has  been  good,  but  after  this  naughty  prank  he  received 
no  sugar /or  many  days.  Aures  often  puts  his  feet  together 
and  humps  his  back  quickly  when  he  thinks  Hardy  has 
ridden  enough,  but  Hardy  rides  so  well  he  is  seldom  thrown. 
Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted 
sullenly  down  the  road  to  the  river  and  when  he  reached  the 
water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are 
used  to  the  water,  laughed  heartily  and  thought  it  a  fine 
joke.  Aures  carries  loads  of  wood  from  the  hills,  and  bags 
of  clover  to  the  cows.  He  and  Hardy  are  great  friends  and 
are  seldom  apart.  The  little  boys  who  live  near  Hardy 
think  him  a  lucky  boy  and  are  always  happy  when  Hardy 
lets  them  ride. 


Lesson  19. 
Adverbial  Phrases. 

1.  The  kitten  sleeps  in  the  basket. 

2.  Napoleon  died  at  St.  Helena. 

3.  I  will  go  in  the  morning. 

Select  the  verb  in  sentence  one. 

What  phrase  shows  where  the  kitten  sleeps? 

Find  the  verb  in  sentence  two. 


ADVERBIAL  CLAUSES.  121 

Find  the  phrase  in  sentence  two. 
What  does  the  phrase  show? 
Find  the  phrase  in  sentence  three. 
To  what  verb  is  it  joined  to  show  when? 

In  the  following  sentences  write  the  verbs  in  one  column 
and  the  phrases  that  belong  to  them  opposite  in  another  column: 

1.  Livingston  died  in  Africa. 

2.  On  every  height  there  Hes  repose. 

3.  Gunpowder  was  first  used  in  China. 

4.  There  are  beautiful  homes  on  the  Hudson  river. 

5.  Bamboo  is  imported  from  China. 

6.  Persevere  by  patience. 

7.  Beautiful  clouds  appear  in  August. 

8.  Many  ships  sail  across  the  Atlantic. 

SUMMARY. 

Memorize : 

Phrases  joined  to  verbs  to   show  hov),  where,  or  when,  are  called 
ADVERBIAL   PHRASES. 


AN  EXERCISE  IN  DISCRIMINATION. 

To  the  Teacher. — In  the  first  part  of  the  following  story  all  the 
clauses  that  show  "when"  are  printed  in  italics.  After  the  pupil 
has  carefully  noted  these,  he  is  to  make  an  effort  to  select  from 
the  second  part  all  the  clauses  that  are  similar  in  office. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  by  a  beautiful 
river  of  clear  water.  Hardy  has  a  donkey  that  he  calls 
Aures  and  upon  this  donkey  he  rides  everywhere  over  the 
hills.  Sometimes  Aures  is  cross  and  then  he  does  some 
strange  things.  One  day  Hardy  was  riding  him  after  the 
cows  and  they  came  to  a  mountain  that  was  very  steep. 
Aures  does  not  like  steep  mountains,  so  when  he  saw  it  he 
stopped,  stiffened  his  legs,  and  stood  still.  Hardy  coaxed 
him  in  every  way,  but  the  stubborn  fellow  only  switched 


122  PARTS  OF  SPEECH. 

his  tail  as  if  he  were  saying  "  You  must  cUmb  that  hill 
alone."  Hardy  left  him  and  when  he  returned  Aures  was 
waiting  for  him.  Hardy  gives  Aures  a  lump  of  sugar  when 
he  has  been  good,  but  after  this  naughty  prank  he  received 
no  sugar  for  many  days.  Aures  often  puts  his  feet  together 
and  humps  his  back  quickly  ivhen  he  thinks  Hardy  has  rid- 
den enough,  but  Hardy  rides  so  well  he  is  seldom  thrown. 

Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted  sul- 
lenly down  the  road  to  the  river  and  when  he  reached  the 
water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are 
used  to  the  water,  laughed  heartily  and  thought  it  a  fine 
joke.  Aures  carries  loads  of  wood  from  the  hills,  and  bags 
of  clover  to  the  cows.  He  and  Hardy  are  great  friends  and 
are  seldom  apart.  The  little  boys  who  live  near  Hardy 
think  him  a  lucky  boy  and  are  always  happy  when  Hardy 
lets  them  ride. 


Lesson  20. 
Adverbial  Clauses. 

1 .  Columbus  rejoiced  when  land  appeared. 

2.  There  were  many  books  before  printing  was  invented. 

3.  Bunyan  wrote  as  he  thought. 

In  sentence  one,  what  clause  is  joined  to  the  verb  rejoiced 
to  show  when? 

In  sentence  two,  select  the  clause  that  shows  when.  To 
what  verb  is  it  joined  ? 

In  sentence  three,  what  clause  shows  howf  To  what 
verb  is  it  joined  ? 

In  the  following  sentences  select  the  clauses  that  shoiv  how, 
when,  or  where,  and  tell  to  what  verbs  they  are  joined: 


ADVERBIAL  PHRASES  AND  CLAUSES.  123 

1.  The  curfew  rang  when  the  sun  went  down. 

2.  The  soldiers  rejoiced  after  the  battle  was  won. 

3.  Mammon  wins  where  Seraphs  would  despair. 

4.  Henry  holds  the  plow  as  his  father  taught  him. 

SUMMARY. 

Memorize : 

Clauses  joined  to  verbs  to  show  how,  when,  or  where,  are  called 
ADVERBIAL  CLAUSES. 

Make  sentences,  using,  in  each,  one  of  the  following  phrases  or 
clauses.  Draw  one  line  under  each  clause,  and  two  under 
each  phrase: 

in  the  box  during  the  winter 

from  San  Juan  by  moonlight 

when  the  rain  falls  as  the  signal  was  given 

with  great  care  with  my  mother 

while  the  moon  shines  when  the  bell  rang 

before  dinner  at  the  concert 


Lesson  21. 

Make  four  columns  of  the  clauses  and  phrases  in  the  follow- 
ing sentences.  In  column  one  put  the  adjective  phrases,  in 
column  two  the  adjective  clauses,  in  column  three  the  adverbial 
phrases,  and  in  column  four  the  adverbial  clauses: 

1.  The  Arabs  own  horses  of  great  value. 

2.  The  tree  that  produces  chocolate  grows  in  Mexico. 

3.  Dan  was  riding  over  the  snow. 

4.  We  came  from  the  field  when  the  sun  went  down. 

5.  Boys  of  industrious  habits  become  prosperous  men. 

6.  The  men  who  went  hunting  are  camping  where  game 
is  plentiful. 

7.  Many  officers  of  high  rank  were  staying  at  the  coast. 

8.  Plants  that  grow  in  warm  climates  become  very  large. 

9.  We  enjoy  rowing  when  the  weather  is  cool. 


124  PARTS  OF  SPEECH. 

10.  The  horse  that  my  father  bought  came  from  Ken- 
tucky. 

11.  The  feathers  of  the  ostrich  are  used  for  trimming 
hats. 

12.  When  the  wind  blows  the  cradle  will  rock. 

13.  How  long  was  the  war  of  the  Revolution? 

14.  Peter  H.  Burnett,  who  was  the  first  Governor  of  Cali- 
fornia, was  born  in  Tennessee. 


AN  EXERCISE   IN  DISCRIMINATION. 

To  the  Teacher. — In  the  first  part  of  the  following  story  all  the 
words  that  join  are  printed  in  italics.  After  the  pupil  has  carefully 
noted  these,  he  is  to  make  an  effort  to  select  from  the  second  part 
all  the  words  that  are  similar  in  office. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  by  a  beautiful 
river  of  clear  water.  Hardy  has  a  donkey  that  he  calls 
Aures  and  upon  this  donkey  he  rides  all  over  the  hills. 
Sometimes  Aures  is  cross  and  then  he  does  some  strange 
things.  One  day  Hardy  was  riding  him  after  the  cows  and 
they  came  to  a  mountain  that  was  very  steep.  Aures  does 
not  like  steep  mountains,  so  when  he  saw  it  he  stopped, 
stiffened  his  legs,  and  stood  still.  Hardy  coaxed  him  in 
every  way,  but  the  stubborn  fellow  only  switched  his  tail 
as  if  he  were  saying  "  You  must  climb  that  hill  alone." 
Hardy  left  him  and  when  he  returned  Aures  was  waiting 
for  him.  Hardy  gives  Aures  a  lump  of  sugar  when  he  has 
been  good,  but  after  this  naughty  prank  he  received  none 
for  many  days.  Aures  often  puts  his  feet  together  and 
humps  his  back  quickly  when  he  thinks  Hardy  has  ridden 
enough,  but  Hardy  rides  so  well  he  is  seldom  thrown. 

Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted  sul- 
lenly down  the  road  to  the  river  and  when  he  reached  the 


WORDS  THAT  JOIN.  125 

water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are 
used  to  the  water,  laughed  heartily  and  thought  it  a  fine 
joke.  Aures  carries  loads  of  wood  from  the  hills,  and  bags 
of  clover  to  the  cows.  He  and  Hardy  are  great  friends  and 
are  seldom  apart.  The  little  boys  who  live  near  Hardy 
think  him  a  lucky  boy  and  are  always  happy  when  Hardy 
lets  them  ride. 


Lesson  22. 
Words  that  Join. 

1.  Grapes  and  currants  are  sweet. 

2.  Lambs  run  and  jump. 

3.  The  merchant  sells  boots  and  shoes. 

4.  The  boy  has  a  top  and  the  girl  has  a  doll. 

5.  That  train  went  over  the  bridge  and  through  the  tunnel. 

In  sentence  one,  what  word  joins  the  two  nouns? 
In  sentence  two,  what  does  the  word  and  join? 
In  sentence  three,  what  does  the  word  and  do? 
What  are  joined  by  the  word  and,  in  sentence  four? 
Find  what  the  word  and  joins  in  sentence  five. 

In  each  of  the  sentences  below  'put  one  of  the  following  join- 
ing words: 

but       if       nor       unless       or       because       and 

1.  I  shall  go  either  to  Santa  Cruz Monterey. 

2.  Alice  is  coming, Josie  is  not. 

3.  Coffee tea  are  sold  here. 

4.  Arthur  neither  sings plays. 

5.  Mary  will  go it  does  not  rain. 

6.  Henry  will  come  — —  it  rains. 

7.  I  love  you you  are  good. 


126  PARTS  OF  SPEECH. 

Take  each  group  in  column  one  and^  with  some  word  in  col- 
umn two,  join  it  to  a  group  in  column  three: 


1. 

Mother  punished  Lucia 
1  can  not  learn  this  lesson 
Roland  went  to  town 

2. 

although 

but 

if 

3. 

you  must  not  lose  it. 
she  was  disobedient, 
claimed  it  for  the  Spanish 

I  will  lend  you  my  umbrella 
Ella  will  go  to  Sacramento 
Columbus  discovered  America 

because 

unless 

and 

crown, 
the  weather  was  very  cold, 
her  mother  will  go  with  her. 
I  find  my  book. 

SUMMARY. 

Memorize : 

Words  used  to  join  words, 
called  CONJUNCTIONS. 

sentences, 

or  parts  of  sentences,  are 

AN  EXERCISE  IN  DISCRIMINATION. 

To  the  Teacher. — In  the  first  part  of  the  following  story  all  the 
words  that  join  by  showing  relation  are  printed  in  italics.  After 
the  pupil  has  carefully  noted  these,  he  is  to  make  an  effort  to  select 
from  the  second  part  all  the  words  that  are  similar  in  office. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  by  a  beautiful 
river  of  clear  water.  Hardy  has  a  donkey  that  he  calls 
Aures  and  upon  this  donkey  he  rides  everywhere  over  the 
hills.  Sometimes  Aures  is  cross  and  then  he  does  some 
strange  things.  One  day  Hardy  was  riding  him  after  the 
cows  and  they  came  to  a  mountain  that  was  very  steep. 
Aures  does  not  like  steep  rr^  ountains,  so  when  he  saw  it  he 
stopped,  stiffened  his  legs,  and  stood  still.  Hardy  coaxed 
hira  in  every  way,  but  the  stubborn  fellow  only  switched  his 
tail  as  if  he  were  saying  "  You  must  climb  that  hill  alone." 
Hardy  left  him  and  when  he  returned  Aures  was  waiting  for 
him.  Hardy  gives  Aures  a  lump  of  sugar  when  he  has  been 
good,  but  after  this  naughty  prank  he  received  no  sugar /or 
many  days.     Aures  often  puts  his  feet  together  and  humps 


WORDS  THAT  JOIN  BY  SHOWING  RELATION         127 

his  back  quickly  when  he  thinks  Hardy  has  ridden  enough, 
but  Hardy  rides  so  well  he  is  seldom  thrown. 

Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted  sul- 
lenly down  the  road  to  the  river  and  when  he  reached  the 
water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are 
used  to  the  water,  laughed  heartily  and  thought  it  a  fine 
joke.  Aures  carries  loads  of  wood  from  the  hills,  and  bags 
of  clover  to  the  cows.  He  and  Hardy  are  great  friends  and 
are  seldom  apart.  The  little  boys  who  live  near  Hardy 
think  him  a  lucky  boy  and  are  always  happy  when  Hardy 
lets  them  ride. 


Lesson  23, 
Words  that  Join  by  Showing  Relation. 

1.  The  book  on  the  desk  is  torn. 

2.  The  book  in  the  desk  is  torn. 

3.  The  book  under  the  desk  is  torn. 

4.  The  book  by  the  desk  is  torn. 

In  sentence  one,  what  word  joins  the  noun  desk  to  the 
noun  book  by  showing  the  position  of  the  book  in  regard  to 
the  desk? 

What  word  in  sentence  two  joins  the  noun  desk  to  the 
noun  book  by  showing  a  relation  of  position  ? 

What  two  words  are  joined  in  sentence  three  by  the  word 
under? 

How  does  this  word  join  them  ? 

In  sentence  four,  find  the  word  that  joins. 

What  does  this  word  join? 

How  does  it  join  them? 

9-LL 


128  PARTS  OF  SPEECH. 

In  the  following  sentences  select  the  words  that  join  by  show- 
ing relation: 

1.  Amos  went  with  his  mother. 

2.  The  Peruvians  used  dishes  of  gold. 

3.  Alaska  belongs  to  the  United  States. 

4.  Coffee  comes  from  Brazil. 

5.  The  ship  sailed  across  the  Pacific. 

6.  Putnam  fought  for  his  country. 

7.  A  picture  is  a  poem  without  words. 

SUMMARY. 
Memorize : 

Words  that  Join  other  words  by  showing  a  relation  between  them 
are  caUed  PREPOSITIONS. 


Lesson  24. 

Write  sentences  J  using  one  of  the  following  prepositions  cor- 
rectly in  each  : 

at  of  for  to  over 

by  from  through      up  beyond 

off  in  on  with  into 

Supply  correct  prepositions  in  the  following  sentences: 

1.  Wit  is  the  salt conversation. 

2.  yonder  pyramids  forty  centuries  look  down 

you. 

3.  Good  deeds  ring  clear heaven a  bell. 

4.  You  must  look people  as  well  as them. 

5.  God  never  made  his  work man  to  mend. 

6.  Try  to  be some  use others. 

7.  Be  slow tongue  and  quick eye. 

8.  Nature  and  wisdom  never  are strife. 

9.  Learning thought  is  labor  lost. 

10.  God  hides  some  ideal every  human  soul. 

11.  Envy  looks a  microscope. 

12.  A  good  laugh  is  sunshine a  house. 


EMOTION  WORDS.  .129 

LKSSON    25. 

Emotion  Words. 

1.  Hurrah!  march  on  to  victory ! 

2.  Pshaw !  I  have  studied  the  wrong  lesson ! 

3.  Alas !  has  our  last  hope  fled ! 

What  words  in  the  foregoing  sentences  express  very  strong 
feeling  ? 

Which  word  expresses  a  feeling  of  joy? 

Which  expresses  disgust? 

What  kind  of  feeling  does  the  word  alas  express? 

[Notice  the  marks  after  each  word  expressing  strong  emotion, 
and  also  the  mark  at  the  end  of  each  sentence.] 

SUMMARY. 
Memorize : 

Words  used  to  express  strong  emotion  are  called  INTERJECTIONS. 
An  interjection  is  usually  followed  by  an  exclamation  point. 
A  whole  sentence,  expressing  strong  emotion,  often  ends  with  an 
exclamation  point. 

Use  each  of  the  following  interjections  in  a  sentence  express- 
ing the  emotion  indicated : 

oh  (sorrow)  halloo  {attention) 

indeed  {wonder)  hush  {silence) 

bravo  {approval)  ha,  ha  {merriment) 

heigh-ho  {weariness)  fie  {contempt) 


Lesson  26. 

Hardy  and  His  Donkey. 

Hardy  lives  in  the  mountains  of  California  near  a  beau- 
tiful river  of  clear  water.  Hardy  has  a  donkey  that  he 
calls  Aures  and  upon  this  donkey  he  rides  everywhere  over 
the  hills.  Sometimes  Aures  is  cross  and  then  he  does  some 
strange  things.     One  day  Hardy  was  riding  after  the  cows 


130 


PARTS  OF  SPEECH. 


and  they  came  to  a  mountain  that  was  very  steep.  Aures 
does  not  Uke  steep  mountains,  so  when  he  saw  it  he  stopped, 
stiffened  his  legs,  and  stood  still.  Hardy  coaxed  him  in 
every  way,  but  the  stubborn  fellow  only  switched  his  tail 
as  if  he  were  saying  "You  must  climb  that  hill  alone." 
Hardy  left  him  and  when  he  returned  Aures  was  waiting 
for  him.  Hardy  gives  Aures  a  lump  of  sugar  when  he  has 
been  good,  but  after  this  naughty  prank  he  received  no 
sugar  for  many  days.  Aures  often  puts  his  feet  together 
and  humps  his  back  quickly  when  he  thinks  Hardy  has 
ridden  enough,  but  Hardy  rides  so  well  he  is  seldom  thrown. 
Another  time  Hardy  and  his  two  sisters,  Agnes  and  Kate, 
all  climbed  upon  Aures.  You  may  be  sure  that  the  crusty 
little  donkey  felt  angry  at  so  heavy  a  load.  He  trotted  sul- 
lenly down  the  road  to  the  river  and  when  he  reached  the 
water  he  waded  in  a  little  way,  put  his  head  down  quickly 
and  let  the  children  all  slide  into  the  stream.  Agnes,  who 
was  up  first,  said  that  she  could  see  a  smile  of  triumph  on 
his  face  as  he  started  for  home.  The  children,  who  are 
used  to  the  water,  laughed  heartily  and  thought  it  a  fine 
joke.  Aures  carries  loads  of  wood  from  the  hills,  and  bags 
of  clover  to  the  cows.  He  and  Hardy  are  great  friends  and 
are  seldom  apart.  The  little  boys  who  live  near  Hardy 
think  him  a  lucky  boy  and  are  always  happy  when  Hardy 
lets  them  ride. 

Classify  all  of  the  parts  of  speech  in  the  foregoing  story ^ 
according  to  the  following  model: 


Nouns. 

Pro- 
nouns. 

Verbs. 

Adj'ec- 
tlves. 

Adverbs. 

Conjunc- 
tions. 

Preposi- 
tions. 

REVIEW.  131 

Lesson  27. 

Review  of  Parts  of  Speech. 
Memorize : 

Words  that  name  are  called  Nouns. 

Words  that  stand  for  nouns  are  called  Pronouns. 

Words  that  state,  ask,  or  command  (assert),  are  called 
Verbs. 

Words  that  describe  or  limit  nouns  are  called  Adjectives. 

Words  joined  to  verbs  to  show  how,  where,  or  when,  are 
called  Adverbs. 

Adverbs  are  joined  also  to  adjectives  and  adverbs  to 
modify  their  meaning. 

Words  used  to  join  words,  sentences,  or  parts  of  sentences, 
are  called  Conjunctions. 

Words  that  join  other  words  by  showing  a  relation  be- 
tween them  are  called  Prepositions. 

Words  used  to  express  very  strong  emotion  are  called 
Interjections. 

Lesson  28. 

Classify  the  parts  of  speech  in  the  sentences  below,  accord- 
ing to  the  following 

Model  : 

You  may  win  by  perseverance,  and  by  very  patient  industry. 

You  stands  for  a  noun,  and  is  therefore  a  pronoun.  May  win 
asserts  something  of  you,  and  is  therefore  a  verb.  By  connects  the 
noun  perseverance  to  the  verb  may  win,  by  showing  relation,  and  is 
therefore  a  preposition.  Perseverance  is  a  name,  and  is  therefore  a 
nou7i.  And  connects  the  phrase  by  perseverance  to  the  phrase  by 
very  patient  industry,  and  is  therefore  a  conjunction.  By  connects 
the  noun  industry  to  the  verb  may  win,  by  showing  relation,  and  is 
therefore  a  preposition.  Very  modifies  the  adjective  patient,  and  is 
therefore  an  adverb.  Patient  describes  the  noun  industry,  and  is 
therefore  an  adjective.    Industry  is  a  name,  and  is  therefore  a  noun. 

1.  William  of  Normandy  conquered  Britain. 


132  PARTS  OF  SPEECH. 

2.  Many  people  of  Dakota  lost  their  lives  during  a  ter- 
rific blizzard. 

3.  Silk  is  produced  abundantly  in  China. 

4.  Caesar  invaded  Britain  and  returned  safely  to  Rome. 

5.  Solon  was  the  wisest  man  of  ancient  times. 

6.  A  soft  answer  turneth  away  wrath,  but  grievous  words 
stir  up  anger. 

7.  Hail!   Hail!   Our  chief  approaches! 

8.  "  These  are  my  jewels,"  said  Cornelia,  as  she  pointed 
to  her  children. 

9.  We  should  aim  high,  and  always  keep  that  aim  in 
view. 

10.  We  should  do  noble  deeds,  not  dream  them. 


Lesson  29. 

Words  as  Different  Parts  of  Speech. 
The  same  word  may  be  used  as  different  parts  of  speech. 

1.  Shakespeare  wrote  many  plays. 

2.  The  boy  plays  ball. 

3.  Titus  captured  Jerusalem.       • 

4.  The  captured  Persians  were  made  slaves. 

In  sentence  one  the  word  plays  is  a  name,  and  is  there- 
fore a  noun.  In  sentence  two  it  asserts,  and  is  therefore  a 
verb.  In  sentence  three  the  word  captured  asserts,  and  is 
therefore  a  verb,  but  in  sentence  four  it  describes  the  noun 
Persians,  and  is  therefore  an  adjective. 

'  In  the  following  sentences  classify  the  italicized  words: 

1.  The  English  besieged  Orleans. 

2.  Their  torches  light  the  streets  for  many  blocks. 

3.  Let  there  be  light. 

4.  Did  the  besieged  city  surrender? 

5.  The  baskets  were  empty,  but  they  hecsLvae  full. 

6.  He  knew  full  well  the  result  of  his  folly. 

7.  The  Norwegians  live  mostly  on  fish. 


WORDS  AS  DIFFERENT  PARTS  OF  SPEECH.  133 

8.  Please  empty  these  pails. 

9.  Were  you  ever  in  a  fish  market? 

10.  Always  work  with  a  will. 

11.  The  Indians  do  little  but  hunt  and  fish. 

12.  Who  is  to  do  the  work? 

13.  The  men  went  on  a  long  hunt. 

14.  I  met  a  little  cottage  girl. 


Lesson  30. 

Place  the  parts  of  speech  in  the  following  sentences  in  col- 
umns^ according  to  the  diagram  in  Lesson  26: 

1.  Pins  are  made  of  brass  wire,  which  is  beaten,  hard- 
ened, and  cleaned. 

2.  Brass  is  made  of  copper  and  zinc. 

3.  The  best  china  is  made  at  Worcester,  in  England. 

4.  The  patterns  upon  china  teacups  are  often  painted  by 
hand. 

5.  Well  done,  thou  good  and  faithful  servant. 

6.  The  doctor  pronounced  him  a  well  man. 

7.  The  springs  well  forth  from  the  mountain  side. 

8.  Rebekah  drew  water  from  the  well. 

9.  The  best  cork  is  obtained  from  the  oldest  trees. 

10.  The  sugar  cane  is  a  species  of  grass. 

11.  Cork  trees  are  abundant  in  Southern  Europe. 

■  12.  A  lead  pencil  is  composed  of  two  parts — ^black  lead 
and  wood. 

13.  Black  lead  is  dug  from  the  ground,  and  is  used  as  a 
polish  to  polish  stoves. 

14.  Cork  the  bottle  securely. 

15.  The  Tower  of  Babel  is  now  a  huge  mound  of  brick. 

16.  Queen  Zenobia  starved  herself  to  death. 

17.  The  half  starved  soldiers  were  easily  conquered. 

18.  Chairs  are  often  made  with  cane  seats. 

19.  An  immense  brick  wall  surrounded  the  city. 

20.  McCarty  compiled  the  National  Song  Book. 


134  ANALYSIS. 

21.  Francis  Scott  Key  wrote  our  national  song. 

22.  The  macadamized  road  is  so  called  from  John  Mac 
Adam. 

23.  The  death  warrant  of  Christ  was  inscribed  upon  a 
copper  plate. 

24.  A  man  is  overboard.     Quick !   man  the  lifeboat. 


Lesson  31. 
Kinds  of  Sentences. 

Write  a  statement. 

Write  a  question. 

Write  a  command. 
Memorize : 

A  sentence  that  states  or  declares  is  a  Declarative  sen- 
tence. 

A  sentence  that  asks  a  question  is  an  Interrogative  sen- 
tence. 

A  sentence  that  commands  is  an  Imperative  sentence. 

When  any  one  of  these  sentences  is  used  to  express  very 
strong  feeling,  it  is  called  an  Exclainatory  sentence;  as, 

The  enemy  is  upon  us ! 

What !   Shall  I  betray  my  friend ! 

Stand  by  your  guns ! 

Punctuate  the  following  sentences  correctly^  and  write  after 
eachy  in  parenthesis,  the  kind  of  sentence: 

Example : 

The  Tartars  invaded  China.     (Declarative  sentence) 

1.  The  ancient  Greeks  led  the  world  in  civilization 

2.  Strike  till  the  last  armed  foe  expires 

3.  O  solitude  where  is  the  charm  that  sages  have  seen 
in  thy  face 

4.  Longfellow  wrote  Evangeline 

6.  Who  is  the  greatest  American  poet 


THE  PREDICATE.  135 

6.  Be  noble  and  do  right 

7.  A  man's  best  friends  are  his  ten  fingers 

8.  The  steppes  of  Siberia  are   covered  with  beautiful 
flowers 

9.  Why  was  his  life  a  failure 
10.  Press  on  and  reach  the  goal 


Lesson  32. 
The  Predicate. 

1.  Dewdrops  glisten. 

2.  Heat  expands. 

3.  Stars  are  shining. 

In  sentence  one,  what  word  says  something  about  the 
noun  dewdrops? 

In  sentence  two,  which  word  asserts  something? 

Of  what  noun  does  this  word  assert  something? 

In  sentence  three,  find  the  asserting  words  and  tell  of 
what  they  assert  something. 

Assert  something  of  each  noun  in  column  one. 

Supply  a  noun  before  each  asserting  word  in  column  two. 

1.  2. 

Gas •  penetrates. 

Truth .  falls. 

Sunshine .  play. 

Rivers .  conquers. 

Children .  fades. 

SUMMARY. 
Memorize : 

That  -whicli  asserts  sometliing  in  the  sentence  is  the  PREDICATE. 
Select  the  predicate  in  each  of  the  following  sentences: 

1.  The  old  well  is  empty. 

2.  A  huge  lion  was  killed. 

3.  Saul  slew  the  Philistines. 


136  ANALYSIS, 

4.  The  Nile  overflows. 

5.  Spices  grow. 

6.  The  Siberian  exiles  suffer. 

7.  Cannon  may  be  heard. 

8.  Joseph  interpreted  dreams. 

9.  Rogers  makes  statuary. 


Lesson  33. 
The  Subject. 

1.  Wolsey  fell.  3.  Cattle  graze. 

2.  We  must  die.  4.  Leaves  wither. 

In  sentence  one,  of  what  person  does  the  predicate, /eZZ, 
assert  something  ? 

Of  what  is  something  asserted  in  sentence  two? 

In  sentence  three,  of  what  does  the  predicate  assert  some- 
thing? 

In  sentence  four,  select  the  thing  of  which  something  is 
asserted. 

In  sentence  one,  what  part  of  speech  is  the  word  of  which 
something  is  asserted  ? 

In  sentence  two,  what  part  of  speech  is  the  word  of  which 
something  is  asserted? 

SUMMARY. 

The  name  of  the  person  or  thing  of  which  something  is  asserted  is 
the  SUBJECT. 

Naming  and  pointing  out  the  use  of  the  different  parts  of  a  sentence 
is  ANALYSIS. 

In  the  following  sentences  draw  one  line  under  each  predi- 
cate, and  two  under  each  subject: 

Model  : 

Water  evaporates. 

1.  Britain  was  conquered.  4.  Orators  declaim. 

2.  Rain  falls.  5.  Magpies  are  chattering. 

3.  Time  flies.  6.  Silence  reigns. 


exercises  in  analysis.  137 

Lesson  34. 

Analyze  the  following  sentences  according  to  the  model  given 
below: 

Model  : 

Was  Hannibal  defeated  ? 

This  sentence  asks  something,  and  is  therefore  interrogative. 

Was  defeated  asks  something  about  Hannibal,  and  is  therefore 
the  predicate. 

Hannibal  is  the  name  of  the  person. about  whom  something  is 
asked,  and  is  therefore  the  subject. 

1.  Is  summer  coming?        4.  Does  rain  fall? 

2.  Do  wrens  sing?  5.  Did  Alexander  die? 

3.  Can  horses  swim?  6.  Were  Christians  persecuted? 


Lesson  35. 

1.  Harold,  are  you  writing? 

2.  May  I  go? 

Who  is  asked  the  question  in  sentence  one  ? 

What  word  in  sentence  one  stands  for  the  person's  name? 

What  word  in  sentence  one  calls  attention  and  shows 
who  is  asked  the  question  ? 

What  word  in  sentence  two  stands  for  the  name  of  the 
person  speaking? 


Sometimes,  in  asking  questions,  the  name  of  the  person 
addressed  is  not  used,  thus: 

Is  this  my  book  ? 

Analyze  the  following  sentences  according  to  the  model  given 
below: 

Model  : 

Harold,  are  you  writing  ? 

This  sentence  asks  something,  and  is  therefore  interrogative. 


138  ANALYSIS, 

Are  writing  asks  the  question  of  the  person  spoken  to,  and  is 
therefore  the  predicate. 

You  stands  for  the  name  of  the  person  of  whom  the  question  is 
asked,  and  is  therefore  the  subject. 

Harold,  calls  attention  and  shows  which  person  is  asked  the 
question,  and  is  therefore  independent. 

1.  Susan,  can  you  come?  4.  Alice,  are  you  ready? 

2.  Did  you  speak  ?  5.  Do  you  see  ? 

3.  May  I  come,  James  ?  6.  Had  you  gone,  Joe  ? 

Lesson  36. 

The  subject  of  an  imperative  sentence  is  always  thou  or 
you,  and  is  generally  not  expressed. 

The  name  of  the  person  addressed,  although  it  at  first 
seems  to  be  the  subject,  is  used  simply  to  point  out  the 
person  meant,  or  to  call  his  attention. 

Analyze  the  following  sentences  according  to  the  model  given 
below: 

Model  : 

Study,  Regina. 

This  sentence  commands,  and  is  therefore  imperative. 

Study,  asserts  something,  and  is  therefore  the  predicate. 

You,  unexpressed,  stands  for  the  name  of  the  person  addressed, 
and  is  therefore  the  subject. 

Regina,  simply  calls  the  attention  of  the  person  addressed,  and 
is  therefore  independent. 

1.  Come,  Rover.  3.  Look,  mother. 

2.  Hubert,  run.  4.  Drink,  Pussy. 

5.  Alice,  write. 

Lesson  37. 

Analyze  the  following  sentences  according  to  the  models 
already  given: 

1.  Flowers  are  blooming.        3.  Leaves  fall. 

2.  May  I  go?  4.  Can  Americans  fight? 


COMPOUND  PREDICATE  AND  SUBJECT.  139 

5.  Soldiers,  flee.  7.  Treason  should  be  punished. 

6.  Indians  hunt.  8.  Come,  Harold. 

A  short  way  of  showing  analysis  is  by  means  of  lines  and 
dots.     This  is  called  diagraming.     Eclipses  .are  foretold. 

Eclipses  are  foretold. 

Crickets  |  do  chirp. 
Do  crickets  chirp?  I 

robin 


Sing,  robin. 


sing. 


The  (X)  is  used  to  show  that  the  subject  is  not  expressed. 
Diagram  the  eight  sentences  which  you  have  analyzed  in  this 
lesson. 


Lesson  38. 
Compound  Predicate  and  Subject. 

1.  Colts  run  and  jump. 

2.  Lions  and  elephants  roar. 

3.  Books  and  pictures  please  and  instruct. 

How  many  predicates  in  sentence  one  ?  How  many  sub- 
jects? 

How  many  subjects  in  sentence  two?  How  many  predi- 
cates ? 

How  many  subjects  and  how  many  predicates  in  sen- 
tence three? 

In  the  following  sentences,  tell  the  number  of  predicates  and 
subjects  in  each : 

1.  Wheat,  barley,  and  oats  grow  and  ripen.  2.  Mer- 
chants buy  and  sell.  3.  Snow  and  ice  melt.  4.  Shells, 
moss,  and  pebbles  were  collected.  5.  Children  work,  play, 
eat,  and  rest. 

A  sentence  with  two  or  more  predicates  joined  by  a  con- 
junction has  a  Compound  Predicate. 

A  sentence  with  two  or  more  subjects  joined  by  a  conjunc- 
tion has  a  Compound  Subject. 


140 


ANALYSIS. 


Lesson  39. 

Compound  subjects  and  predicates  are  diagramed  as  fol- 
lows: nCITlO 


Compound  Predicate : 

Caesar  came,  saw,  and 
conquered. 


Compound  Subject; 

Rome,  Athens,  and  Car- 
thage fell. 


Caesar 


^X 


conquered. 


Rome 


Athens 


Carthage 


fell. 


And,  in  these  sentences,  joins  the  parts  of  the  compound 
subjects  and  predicates,  and  is  therefore  a  connective. 

The  cross  (X)  is  used  to  indicate  that  and  is  understood. 

First  analyze  orally,  according  to  model  in  Lesson  34,  then 
diagram  the  following  sentences: 

1.  Farmers,  miners,  and  manufacturers  work.  2.  Flow- 
ers bloom  and  die.  3.  Spring,  summer,  autumn,  and  win- 
ter come.  4.  Alexander  fought  and  died.  5.  Tempests 
and  torrents  rage.  6.  Seasons  come  and  go.  7.  Antony 
and  Cleopatra  came.  8.  Do  rain  and  hail  fall?  9.  Run 
and  jump,  children.  10.  May  Charlie  and  Fred  go?  11. 
Does  water  ripple  and  murmur? 


Lesson  40. 
Modified  Predicate. 

1.  Clouds  float.  3.  Ants  labor. 

2.  Clouds  float  slowly.  4.  Ants  labor  diligently. 

In  sentence  one,  select  the  predicate. 
In  sentence  two,  what  word  has  been  joined  to  the  predi- 
cate to  show  how  the  clouds  float? 


MODIFIED  PREDICATE.  141 

In  sentence  three,  what  is  the  predicate  ? 
In  sentence  four,  what  word  is  joined  to  the  predicate  to 
modify  its  meaning  by  showing  how  ants  labor  ? 

In  the  following  sentences,  select  the  words  that  are  joined 
to  the  predicates  to  modify  their  meaning: 

1.  Glaciers  move  slowly. 

2.  Truth  always  conquers. 

3.  Youth  passes  rapidly. 

4.  Constance  came  forward. 

5.  Light  travels  rapidly. 

6.  Nero  reigned  cruelly. 

7.  Cato  was  brutally  murdered. 

In  the  following  sentences,  select  the  phrases  that  are  joined 
to  the  predicates  to  modify  their  meaning: 

1.  Oranges  grow  near  Los  Angeles. 

2.  Gold  is  found  in  California. 

3.  Toys  come  from  Germany. 

4.  They  returned  in  great  haste. 

5.  Bruce  learned  from  the  spider. 

6.  Joy  comes  with  the  dawning. 

7.  Paul  Revere  rode  through  the  night. 

In  the  following  select  the  clauses  that  are  joined  to  predi- 
cates to  raodify  their  meaning: 

1.  The  Persians  fled  when  they  saw  the  enemy. 

2.  Poverty  is  found  where  idleness  reigns. 

3.  When  judges  disagree,  who  shall  decide  ? 

4.  Daylight  faded  as  the  last  gun  was  fired. 

5.  Remember  me  when  thou  comest  into  thy  kingdom. 

6.  The  tree  grows  as  the  twig  is  bent. 


SUMMARY. 
Memorize : 

Words,  phrases,  or  clauses  joined  to  predicates  to  Umit  their  mean- 
ing, are  caUed  MODIFIERS  of  the  predicate. 


142  analysis. 

Lesson  41. 

Enlarge  the  following  sentences  hy  modifying  each  predi- 
cate, first  by  a  word,  then  hy  a  phrase,  and  then  by  a  clause: 

Model  : 

Leaves  fall. 

Leaves  fall  quietly.     Leaves  fall  in  autumn.     Leaves  fall 

when  autumn  comes. 

1.  The  Spanish  fought.  6.  Darkness  came. 

2.  A  picture  was  painted.       7.  The  wind  whistled. 
8.  Emerson  wrote.  8.  Men  toil. 

4.  Hurricanes  rage.  9.  School  opens. 

5.  Comets  appear.  10.  Fruit  ripens. 


Lesson  42. 

Modifiers  of  predicates  are  diagramed  in  the  following 
ways: 

1.  Leaves  fall  quietly. 

Leaves       i         fall 


Diagram  the  following  sentences: 

1.  She  chatters  incessantly.     3.  Tigers  creep  stealthily. 

2.  God  is  everywhere.  4.  Bicycles  move  noiselessly. 

5.  Winds  blow  fiercely. 
2.  Leaves  fall  in  autumn. 

Leaves        i  fall 


autumn. 


Diagram  the  following  sentences: 

1.  Cheese  is  made  in  Switzerland. 

2.  Pompey  went  to  Carthage. 


MODIFIED  MODIFIERS.  143 

3.  Wheat  is  shipped  from  Chicago. 

4.  William  went  from  Normandy  to  England. 

5.  Paris  is  in  France. 

6.  Ships  sail  across  oceans. 

7.  Pomegranates  grow  on  shrubs. 
3,  Leaves  fall  when  autumn  conies. 


Leaves      ,  fall 


\ 

autumn        V         comes. 

Diagram,  the  following  sentences: 

1.  Misery  abides  where  indolence  reigns. 

2.  When  winds  blew  trees  fell. 

3.  Guns  were  fired  when  peace  was  proclaimed. 

4.  While  men  fight  nations  must  mourn. 

5.  Come  where  flowers  are  blooming. 

6.  He  returned  as  daylight  disappeared. 

7.  Trout  are  found  where  streams  ripple. 


Lesson  43. 

Modifiers  may  themselves  be  modified. 

Diagram  the  following  sentences  according  to  the  model 
given  below: 

Snow  melts  very  rapidly. 

Snow  ,  melts 


1.  He  wrote  exceedingly  well. 

2.  Alfred  reigned  most  successfully. 

3.  They  laughed  very  heartily. 

4.  Brooks  babble  merrily  along. 

10— LL 


144  ANALYSIS. 

Analyze  the  following  sentences  according  to  the  model  given 
below: 

Fruit  is  successfully  preserved  in  cans. 

This  is  a  declarative  sentence,  of  which  is  preserved  is  the  predi- 
cate, and  fruit  is  the  subject. 

The  predicate  is  modified  by  the  adverb  successfully  and  the 
adverbial  phrase  in  cans. 

1.  Birds  fly  swiftly. 

2.  Patrick  Henry  spoke  with  enthusiasm. 

3.  Gertrude  shrank  timidly  back. 

4.  Socrates  taught  in  Athens. 

5.  Robin  Hood  passed  boldly  by  the  soldiers. 

6.  Tea  grows  abundantly  in  China. 

7.  Stanley  traveled  through  Africa. 

8.  He  passed  mournfully  along. 

9.  Is  Arthur  in  Rome  ? 

10.  Go  quickly  to  town. 

11.  Man  works  that  he  may  live. 

Diagram  the  foregoing  sentences. 


Lesson  44. 
Qualified  Subject. 

1.  Forests  were  burned. 

2.  Immense  forests  were  burned. 

3.  Those  immense  forests  were  burned. 

4.  Those  immense  forests  of  pine  were  burned. 

5.  Those  immense  forests  that  were  burned  were  in  Michigan. 

Select  the  subject  in  sentence  one. 

In  sentence  two,  what  word  describes  the  subject? 

In  sentence  three,  which  word  describes  the  subject,  and 
which  one  limits  it? 

In  sentence  four,  select  the  words  and  the  phrase  that 
are  joined  to  the  subject,  and  tell  what  they  do. 

In  sentence  five,  what  word  is  joined  to  the  subject  to 
limit  its  meaning,  and  what  to  describe  it  ? 


QUALIFIED  SUBJECT.  145 

SUMMARY. 
Memorize : 

Words,  phrases,  or  clauses  joined  to  subjects  to  limit  or  describe 
tbeir  meaning  are  said  to  QUALIFY  the  subject. 

Select  the  qualifiers  and  modifiers  in  the  following  sentences, 
and  tell  to  what  they  belong: 

1.  Fine  raisins  are  made  near  Fresno. 

2.  Extensive  forests  of  pine  are  found  in  California. 

3.  Those  pretty  wild  flowers  grew  here. 

4.  Many  beautiful  shells  are  found  at  Monterey. 

5.  The  nightingale  sings  very  sweetly. 

6.  The  brave  old  warrior  came  modestly  forward. 

7.  Days  of  youth  glide  swiftly  by. 

8.  The  water  sparkles  when  the  sun  shines. 

9.  The  forests  that  border  the  Amazon  are  called  selvas. 

10.  Beautiful  birds  inhabit  the  selvas  of  South  America. 

11.  The  best  india  rubber  comes  from  Brazil. 

12.  The  natives  of  South  America  live  in  huts. 

Analyze  the  foregoing  sentences  according  to  the  following 

Model  : 

The  natives  of  South  America  live  in  huts. 

This  is  a  declarative  sentence,  of  which  live  is  the  predicate  and 
natives  the  subject. 

The  predicate  is  modified  by  the  adverbial  phrase  in  huts. 

The  subject  is  qualified  by  the  adjective  the  and  the  phrase  of 
South  America. 


Lesson  45. 

Qualifiers  of  the  subject  are  diagramed  in  the  following 
ways: 

The  temple  of  Solomon  was  destroyed. 

was  destroved. 


'^^     Solomon 


146  ANALYSIS. 

A  man  who  works  will  tlirive. 

man     ,      will  thrive. 


who  ^'^         I       works 

First  analyze^  then  diagram  the  following  sentences^  accord- 
ing to  the  models  given: 

1.  The  little  streams  tumbled  into  the  lake. 

2.  The  Persian  caravan  was  overtaken  by  sand  storms. 

3.  The  women  of  Russia  were  becomingly  dressed. 

4.  A  mountain  system  consists  of   several  mountain 
chains. 

5.  Dainty  little  bunches  of  flowers  were  given  to  me. 

6.  The  brave  general  plunged  forward. 

7.  The  army  of  rats  plunged  into  darkness. 

8.  The  boy  who  fell  died  soon  afterward. 

9.  The  remark  that  he  made  was  heard  by  us. 

10.  Sugar  cane  first  came  from  India. 

11.  The  house  on  the  hill  was  burned. 

12.  The  house  that  was  burned  stood  there. 

Write  ten  sentences^  each  containing  a  modified  predicate 
and  a  qualified  subject. 


Lesson  46. 

Modifiers  and  qualifiers  may  themselves  be  modified  and 
qualified. 

Example : 

Very  beautiful  flowers  of  the  Siberian  steppes  were  described  by  a 
traveler  of  distinction. 

Here  the  predicate  were  described  is  modified  by  the  phrase  hy  a 
traveler  of  distinction.  The  noun  traveler  in  this  phrase  is  qualified 
by  the  adjective  a  and  the  phrase  of  distinction.  The  subject  ^o?<?- 
ers  is  qualified  by  the  adjective  beautiful,  and  by  the  phrase  of  the 
Siberian  steppes.    The  adjective  beautiful  is  modified  by  the  adverb 


THE  OBJECT  COMPLEMENT. 


147 


very,  and  the  noun  steppes  in  the  phrase  is  quaUfied  by  the  adject- 
ives the  and  Siberian. 


flowers 

,         were  described 

\ 

steppes                     \ 

traveler 

distinction. 

Diagram  the  following  sentences: 

1.  A  most  brilliant  sunset  lay  before  us. 

2.  All  names  of  the  Deity  should  begin  with  a  capital 
letter. 

3.  The  subject  of  a  sentence  is  generally  placed  before 
the  predicate. 

4.  Treasures  of  great  value  were  wrested  from  the  con- 
quered Persians. 

5.  The  violet  blooms  very  early. 

6.  The  ancient  city  of  Rome  was  built  on  seven  hills. 

7.  A  wail  of  intense  sorrow  arose  from  the  whole  nation. 

8.  Nineveh  lies  buried  in  the  sand. 

9.  The  summits  of  the  Alps  are  covered  with  perpetual 
snow. 


Lesson  47. 

The  Object  Complement. 

1.  The  United  States  prospered 

2.  The  United  States  purchased 

In  the  sentences  above,  which  predicate  is  complete,  and 
which  is  not? 

3.  The  United  States  purchased  Florida. 

4.  The  United  States  purchased  Louisiana. 

5.  The  United  States  purchased  Alaska. 


148  ANALYSIS. 

In  sentence  three,  what  word  completes  the  predicate  by 
naming  what  was  purchased  ? 

In  sentence  four,  by  what  is  the  predicate  completed? 
How  does  this  word  complete  the  predicate  ? 
In  sentence  five,  what  does  the  word  Alaska  do? 

In  the  following  sentences,  select  the  words  that  complete  the 
predicates  by  naming  the  things  upon  which  the  actions  are 
performed: 

1.  Cain  killed  Abel. 

2.  Morse  invented  telegraphy. 

3.  Caesar  conquered  Britain. 

4.  Trees  bear  fruit. 

5.  The  soldiers  faced  the  enemy. 

6.  Esau  sold  his  birthright. 

SUMMARY. 
Memorize : 

That  whicli  fills  out,  or  completes  the  predicate,  is  called  a  COM- 
PLEMENT. 

That  which  completes  the  predicate  by  naming  the  thing  acted 
upon,  is  called  the  OBJECT  COMPLEMENT. 


Lesson  48. 

Make  ten  sentences,  using,  in  each,  one  of  the  following  words 
as  an  object  complement: 

lessons  books 

game  brother 

history  horse 

steamboat  cattle 

tiger  farm 

Analyze  the  following  sentences,  according  to  the  model 
given  below: 

A  careless  tongue  always  does  much  mischief. 

This  is  a  declarative  sentence.    The  predicate  is  does,  the  sub- 
ject is  tovgue,  and  the  object  complement  is  mischief.    The  predi- 


THE  ATTRIBUTE  COMPLEMENT. 


149 


cate  is  modified  by  the  adverb  always,  the  subject  is  modified  by 
the  adjectives  a  and  careless,  and  the  object  complement  is  modified 
by  the  adjective  much. 

1.  The  savage  Indians  murdered  the  settlers. 

2.  Titus  captured  Jerusalem. 

3.  Did  Brutus  kill  Caesar? 

4.  Charles  Dickens  wrote  many  books. 

5.  Kill  that  monster! 

6.  Who  found  the  lesson  ? 

7.  The  United  States  imports  tea  from  China. 

8.  I  found  some  beautiful  flowers. 

9.  Italian  artists  have  painted  many  fine  pictures. 

10.  Always  tell  the  truth. 

11.  Whom  did  Judas  betray? 

12.  Woodman,  spare  that  tree. 

Diagram  the  twelve  foregoing  sentences. 

Model  : 

A  careless  tongue  alw&ys  does  mucli  miscMef. 

tont>;ue  ,         does  i  mischief. 


Lesson  49. 
The  Attribute  Complement. 

1.  Napoleon  was  a  general.    3.  Napoleon  was  ambitious. 

2.  Napoleon  was  emperor.      4.  Napoleon  was  a  captive. 

5.  Napoleon  was  an  exile. 

What  word  in  sentence  one  completes  the  predicate,  and 
means  the  same  person  as  the  subject? 

A  word  in  the  predicate  that  means  the  same  person  or  thinf  as 
the  subject  is  said  to  identify  it, 


150  ANALYSIS. 

What  word  in  sentence  two  completes  the  predicate,  and 
identifies  the  subject? 

In  sentence  three,  what  word  completes  the  predicate 
and  describes  the  subject? 

By  what  word  is  the  predicate  in  sentence  four  com- 
pleted? 

Does  this  word  identify  or  describe  the  subject? 

In  sentence  five,  select  the  predicate  and  subject,  and  tell 
how  the  predicate  is  completed. 

Select  the  complements  in  the  following  sentences^  and  tell 
whether  they  identify  the  subject^  or  whether  they  describe  it. 

1.  Cornelia  was  wise.  5.  That  picture  is  a  present. 

2.  The  fawn  is  timid.  6.  Galileo  was  a  philosopher. 

3.  Harold  was  king.  7.  That  valley  is  very  fertile. 

4.  He  must  be  sick.  8.  He  is  my  father. 


SUMMARY. 
Memorize : 

That  which  completes  the  predicate  and  identifies  or  describes 
the  subject,  is  caUed  the  ATTRIBUTE  COMPLEMENT. 


Lesson  50. 

Complete  the  predicates  in  the  following  sentences  by  placing 
an  attribute  complement  after  each: 

1.  President  Garfield  was . 


2.  The  faithful  old  dog  became 

3.  San  Francisco  is . 

4.  The  hunters  were . 

5.  That  little  boy  is . 

6.  The  mountains  of  California  are 

7.  That  boy  will  surely  be . 


8.  Water  is . 

9.  Those  men  were 


POSITION  OF  MODIFIERS.  151 

After  supplying  the  complements,  analyze  the  foregoing  sen- 
tences; then  diagram  them  according  to  the  following 

Model  : 

Solon  was  a  wise  man. 


Solon      ,        was  \      man. 


Write  ten  sentences,  each  containing  an  attribute  comple- 
ment. 

In  the  following  sentences  tell  which  are  object  complements 
and  which  attribute  complements,  and  enlarge  the  sentence  by 
putting  in  a  modifier  of  each: 

1.  The  cattle  were  thirsty. 

2.  Alfred  became  king. 

3.  The  American  Indian  is  a  savage. 

4.  Our  forefathers  were  brave. 

5.  Captain  Nelson  was  leader. 

6.  The  hunters  killed  deer. 

7.  The  Zulus  killed  soldiers. 

8.  Those  vast  fields  are  fertile. 

9.  Michael  Angelo  painted  pictures. 
10.  Robin  Hood  was  a  robber. 


Lesson  51. 

Position  of  Modifiers. 

All  modifiers  and  qualifiers  should  be  placed  where  there 
can  be  no  doubt  as  to  the  words  to  which  they  belong. 

Change  the  modifiers  in  the  following  exercises  so  that  there 
will  be  no  doubt  as  to  the  meaning: 

1.  Arthur  only  studied  his  reading  lesson. 

2.  The  Indians  of  North  America  chiefly  live  by  hunting. 


152  ANALYSIS. 

3.  Norwegians  entirely  live  upon  fish. 

4.  The  Assembly  wholly  condemned  the  measures. 

5.  Silk  chiefly  is  imported  from  China. 

6.  We  always  should  do  our  duty. 

7.  The  soldiers  hardly  had  enough  food. 

8.  Hannah  merely  learned  the  rudiments  of  grammar. 

1.  The  bridge  was  crossed  by  a  man,  a  mile  long.   ' 

2.  The  thief  stole  my  mother's  ring,  that  ran  away. 

3.  That  white  rabbit  belongs  to  the  lady,  with  pink  eyes. 

4.  Ned  sent  me  some  dragon  flies,  for  which  I  returned 
thanks,  three  inches  long. 

5.  The  man  rowed  the  boat,  with  one  eye. 

6.  He  fired  a  pistol  at  his  head,  which  he  concealed  in 
his  pocket. 

7.  The  fruit  was  put  up  in  the  cans,  which  we  ate. 


Lesson  52. 

Position  of  Modifiers. 

In  each  of  the  following  sentences  insert  the  word  only  so 
that,  in  each,  two  meanings  will  he  given: 

1.  William  may  visit  his  cousin. 

2.  Spiders  have  eight  legs. 

3.  Swamp  land  is  productive  when  drained. 

4.  Birch  trees  are  good  for  wood. 

5.  The  Chinese  use  beetles  for  food. 

6.  The  teeth  are  adapted  to  crushing. 

7.  The  men  smoked  cigars. 

8.  The  white  bear  remains  in  a  snow  cave  during  the 
winter. 

In  the  following  exercise  use  each  of  the  phrases  or  clauses 
in  column  two  with  the  sentence  opposite  in  column  one  so 
that  two  meanings  will  he  given.     Write  your  sentences: 


REVIEW  OF  SENTENCES. 


153 


1.  I  see  that  Henry  has  im- 
proved in  his  studies. 

2.  The  dog  rushed  upon  the 
boar. 

3.  We    discovered    the    man 
who  rescued  the  prisoner. 

4.  The  teacher  interests   the 
class. 

5.  The  cat  can  outrun  a  dog. 

6.  Mary  is  visiting  her  school- 
mate, Ellen. 


1.  By  examination. 

2.  Now  boiling  with  fury. 

3.  After  a  long  effort. 

4.  That  studies  the  lesson. 

5.  When  it  does  its  best. 

6.  Who  lives  on  Mission  Street. 


Tell  which  are  phrases  and  which  are  clauses  in  column  two. 
Tell  which  are  adjective  and  which  are  adverbial. 


Lesson  53. 
Review  of  Sentences. 

A  Declarative  sentence  is  one  that  states,  or  declares. 

An  Interrogative  sentence  is  one  that  asks  a  question. 

An  Imperative  sentence  is  one  that  commands. 

When  any  one  of  these  sentences  is  used  to  express  very 
strong  feeling  it  is  called  an  Exclamatory  sentence. 

The  Predicate  of  a  sentence  is  that  part  of  it  which 
asserts  something. 

The  Subject  of  a  sentence  is  that  in  it  of  which  something 
is  asserted. 

A  Compound  Predicate  consists  of  two  or  more  predicates 
joined  by  a  conjunction. 

A  Compound  Subject  consists  of  two  or  more  subjects 
joined  by  a  conjunction. 

A  Modified  Predicate  is  a  predicate  with  words,  phrases, 
or  clauses  joined  to  it  to  limit  its  meaning. 

A  Qualified  Subject  is  a  subject  with  words,  phrases,  or 
clauses  joined  to  it  to  limit  or  describe  its  meaning. 

A  Complement  is  that  which  fills  out,  or  completes,  the 
predicate. 


154 


CONSTRUCTING  SENTENCES. 


An  Object  Complement  is  that  which  completes  the  predi- 
cate by  naming  the  thing  acted  upon. 

An  Attribute  Complement  is  that  which  completes  the 
predicate  by  identifying  the  subject  or  by  describing  it. 


Lesson  54. 

Constructing  Sentences. 

Construct  and  write  sentences  by  adding  to  each  of  the  given 
subjects  a  predicate  that  shall  express  sound: 

1.  Squirrels  chatter.  5.  Horses . 

2.  Brooks .  6.  Wolves . 

3.  Birds .  7.  Hens . 

4.  Men .  8.  Cattle . 

Construct  and  write  sentences  by  prefixing  to  each  of  the 
following  predicates  a  subject  of  which  the  predicate  asserts  a 
sound: 


1.  Roosters  crow. 

2.  squeak. 

3.  sigh. 

4.  roar. 


whine, 
mew. 
bellow, 
buzz. 


Select  subjects  in  column  one  and  combine  with  appropriate 
predicates  in  column  two: 


Archers 
Armies 
Navies 
Cannon 


2 

march, 
float, 
roar, 
shoot 


1 

Cowards 
Stars 

Sunbeams 
Planets 


dazzle, 
tremble, 
shine, 
twinkle. 


Lesson  55. 
Compound  Predicates  and  Subjects. 
Make  a  compound  predicate  of  each  group  of  words  in 


MODIFIED  PREDICATES. 


155 


column  two  and  combine  it  with  an  appropriate  predicate  from 
column  one.     Write  your  sentences: 


The  ocean  waves 


The  gay  fields 


2 

[invite. 
\please. 
(rise, 
tfall. 


The  merry  girls 
The  beautiful  roses 


2 

J  bloom. 
(fade. 
( dance. 
(sing. 


Make  a  compound  subject  of  each  of  the  groups  of  words  in 
column  one  and  combine  it  with  the  proper  predicate  from 
column  two.     Write  your  sentences: 


Pain 
anguish 
Apples   1 
peaches  } 
plums     J 


are  called  vegetables. 


wring  the  brow. 


1 

Owls 

bats 

Beets 

carrots 

cabbages 


2 
are  called  fruits. 


fly  at  night. 


Lesson  56. 

Modified  Predicate. 

Construct  and  write  sentences,  using  each  of  the  following 
predicates^  supplying  a  subject^  and  adding  a  word  to  modify 
the  predicate: 

1.  The  winds  \Aqw  fiercely.  5.  came . 

2.  was  burned .  6.  sang . 

3.  drank .  7.  passed . 

4.  crept .  8.  ran . 

Add  a  phrase  to  modify  the  predicate  in  each  of  the  follow- 
ing sentences  except  the  first,  and  copy: 

1.  Lightnings  flash  above  our   5.  The  tall  trees  bend . 

heads.  6.  Wild   weeds   are   gather- 

2.  The  balloon  floats .  ing . 

3.  Most  large  rivers  flow .  7.  Kings  dwell . 

4.  No  man  strives .  8.  Bird  songs  are  heard . 


156  CONSTRUCTING  SENTENCES. 

Add  a  clause  to  modify  the  predicate  in  each  of  the  follow- 
ing sentences  except  the  first ,  and  copy: 

1.  The  class  rises  when  the  signal  is  given. 

2.  The  cradle  will  rock . 

3.  Services  begin . 

4.  Mary  studies . 

5.  Our  names  may  be  forgotten . 

6.  Our  deeds  will  live . 

Combine  each  modifier  in  column  two  appropriately  with 
some  predicate  in  column  one.     Write  the  sentences: 


1 
We  should  speak 
The  dainty  ivy  creeps 
Evening  stars  appear 
Blessings  brighten 
Two  inches  of  rain  fell 


2 

in  the  night. 

in  the  horizon. 

as  we  think. 

over  moldering  walls. 

as  they  take  their  flight. 


Tell  which  are  phrases  and  which  are  clauses  in  the  second 
column. 


Lesson  57. 

Qualified  Subject. 

Construct  and  write  sentences,  using  each  of  the  following 
subjects,  and  supplying  a  predicate,  either  modified  or  unmod- 
ified, and  a  word  to  qualify  the  subject: 

1.  Gay  banners  are  streaming.    5.  castles . 

2.  ■  flowers .  6.  flocks . 

3.  mountains .  7.  jewels . 

4.  pines .  8.  music . 

Supply  a  phrase  to  qualify  the  subject  in  each  of  the  fol- 
lowing sentences  except  the  first,  and  copy: 

1.  A  picture  of  Washington  hangs  in  our  school  room. 

2.  A  fire blazed  in  the  grate. 

3.  Long  teams slowly  climb  the  mountains. 


QUALIFIED  SUBJECT— COMPLEMENTS.  157 

4.  A  desk is  heavier  than  one  of  cedar. 

5.  A  bird is  worth  two  uncaught. 

6.  The  sugar came  from  the  Sandwich  Islands. 

7.  The  coffee has  not  been  ground. 

Supply  a  clause  to  qualify  the  subject  in  each  of  the  fol- 
lowing sentences  except  the  first,  and  copy: 

1.  The  sheep  that  were  sheared  have  been  sold. 

2.  Eggs are  worth  forty  cents  a  dozen. 

3.  Clothes should  be  mended. 

4.  The  gentleman is  much  esteemed. 

5.  Apples are  the  best. 

6.  Men are  respected. 

7.  The  student will  never  regret  it. 

Combine  each  qualifier  in  column  two  appropriately  with 
sorm  subject  in  column  one,  and  write  the  sentence: 


1 

Crops  are  raised  in  California 
The  coffee  came  from  Arabia 
Herring  are  caught  off  the  coast  of 

Newfoundland 
The  winds  are  hot 

Winds  blow  over  the  Mississippi  valley 
The  rivers  furnish  a  vast  water  power 


2 

that  we  had  for  breakfast 
north ;  of  CaUfornia 
immense ;  of  wheat 
in  great  numbers 
warm ;  from  the  Gulf 
short     and     rapid;    that 
drain  the  Atlantic  coast 


Tell  which  of  the  qualifiers  in  column  two  are  words,  which 
phrases,  and  which  clauses. 


Lesson  58. 

Complements. 

Using  the  following  predicates,  construct  and  write  sen- 
tences, supplying  a  subject,  qualified  or  unqualified,  and 
adding  an  object  complement : 

1.  Mary  burned  her  hand.        3.  caught  . 

2.  built .  4.  has  chosen . 


158  CONSTRUCTING  SENTENCES. 

5.  bound .  7.  should  drink 

6.  has  bought .  8.  has  eaten  — 


Copy  the  following  sentences  and  supply  in  each  blank  an 
attribute  complement  identifying  the  subject: 

1.  Grapes  become  raisins  by  dr^dng. 

2.  The  cinnamon  tree  is  a of  Ceylon. 

3.  Washington  is  the of  the  United  States. 

4.  Alcohol  is  a . 

5.  Drunkenness  is  a . 


6.  The  sun  is  the of  the  earth. 

7.  The  sun  is  the of  the  solar  system. 

Copy  the  following  sentences  and  supply  in  each  blank  an 
attribute  complement  to  describe  the  subject: 

1.  Grapes  become  sweet  only  when  ripe. 

2.  The  gems  were . 


3.  The  breath  of  flowers  is . 

4.  The  acts  of  the  man  were . 

5.  The  noise  of  the  cataract  was 

6.  The  music  of  the  band  is . 

7.  Death  by  drowning  is . 

Combine  each  complement  in  column   two  appropriately 
with  some  predicate  in  column  one  and  copy  the  result: 

2 


1 

Virtue  is 

The  morning  dawned 
Pins  and  needles  are 
The  circumstances  must  be 
Moral  courage  is 
Truthfulness  is 
The  jewels  of  the  queen  were 
The  children  grew 


sharp. 

brown  and  sunburned. 

its  own  reward. 

fair  and  beautiful. 

costly. 

his  apology. 

a  noble  virtue. 

the  highest  courage. 


Tell  which  of  the  attribute  complemunts  in  column  two 
identify  and  which 

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